Interplay between Organizational Learning and Departmental Performance: Implications for Change in Ethiopian Public Research Universities

Wakgari Tasisa Duressa, Befekadu Zeleke Kidane

Abstract


Literacy abilities are crucial for economic progress and community welfare, with higher education recognizing them as vital for problem-solving, critical thinking, continuous learning, and effective functioning for both experienced educators and the new student cohorts. The study examined the interplay between organizational learning and departmental performance, and its implications for changes in Ethiopian Public Research Universities. The researchers used the framework that focuses on seven distinct dimensions of organization learning (OL) namely continuous learning, inquiry and dialogue, collective and collaborative efforts of organizational members, empowerment, embedded system, system connection and strategic leadership and departmental performance (DP) which consists of three dimensions teaching-learning, research and community services. The researchers employed embedded mixed methods design (QUAN + qual) to examine the interplay between organizational learning (OL) and departmental performance (DP). The researchers selected four public research universities using simple random sampling technique. Then, they selected 1,176 respondents (969 instructors and 207 department heads) from target population using simple random sampling technique. The researchers adapted standardized questionnaires and collected quantitative data using questionnaires, and analyzed using descriptive statistics (mean & standard deviation), and inferential statistics (multiple correlations, multiple regressions & structural equation modeling). Qualitative data was collected using semi-structured interview from 14 key informants who were selected using the purposive sampling technique based on their rich lived experiences of teaching-learning, research and leadership in higher education institutions. The qualitative data was thematically analyzed. The finding of the study showed that the structural equation model fit to the data. It was also found that the correlations between the different dimensions of organizational learning practices and departmental performance ranged between low and moderate. There were positive significant and moderate correlations between each dimension of organizational learning and departmental performance. The organizational dimensions accounted the largest cumulative variance to departmental performance dimensions; research (R2 = 40.70%; β =.638, p<.001); community service (R2 = 33.50%; β =.579, p<.001) and teaching-learning (R2 = 24.60%; β =.496, p <.001). The study showed that the presence of formal and informal organizational learning cultures in universities enhance departmental performances. Therefore, the Ethiopian public research universities should create effective organizational learning systems to improve departmental performances.

Keywords


Organizational Learning; Departmental Performance; Research University, Organizational Literacy

Full Text:

PDF

References


Abebe, A., & Assemie, A. (2023). Quality of work life and organizational commitment of the academic staff in Ethiopian universities. Heliyon, 9 (4). 1-20.

Abubakar, A., Hilman, H., & Kaliappen, N. (2018). New tools for measuring global academic performance. Sage Open, 8(3), https://doi.org/10.1177/2158244018790787.

Adefisayo, A, E., Dauda, Y., & Tinuke, F.M. (2020). The Relationships between Organizational Learning and Organizational Performance in Yaba College of Technology, Nigeria. International Journal of Research and Innovation in Social Science, 4(8), 83-87.

Ashraf, G. (2012). A Review on the Models of Organizational Effectiveness: A Look at Cameron’s Model in Higher Education. International education studies, 5(2), 80-87.

Bogt, H. J., & Scapens, R. W. (2012). Performance Management in Universities: Effects of the transition to more quantitative measurement. European Accounting Review, Forthcoming.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.10.4324/9781315456539. https://ucalgary.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01ucalg_inst: ucalgary&tab=quicksearch&isfrbr=true&docid=alma991028142778104336&searchscope=everything&context=l〈=en

Creswell, J. W., & David, C. & J. (2018).Research design qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Desta, S. Z., Gedefaw, S. T., Tefera, D. E., Abate, S. G., & Ayenalem, K. A. (2023). The status of teachers’ collaboration in Ethiopian public universities found in the Amhara region. Heliyon, 9(1), 117-129, Science Direct, Elsevier Publisher

Girma, M., & Aklilu, Y. (2023). Effectiveness of teaching-learning, research and innovative actions in Hawassa University, Ethiopia, Cogent Education, 10(1), 1-21, https://doi.org/10.1080/2331186X.2023.2214222,Taylor and Francis Publisher

Haile, E. A., & Tüzüner, V. L. (2022). Organizational learning capability and its impact on organizational innovation. Asia Pacific Journal of Innovation and Entrepreneurship, 16(1), 69-85.

Hood, C. (1995) The ‘New Public Management’ in the 1980s: variations on a theme. Accounting, Organizations and Society, 20(2/3), 93-109.

Hussein, N., Mohamad, A., Noordin, F., & Ishak, N. A. (2014). Learning organization and its effect on organizational performance and organizational innovativeness: A proposed framework for Malaysian Public Institutions of Higher Education. Procedia-Social and Behavioral Sciences, 130, 299-304.

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press

Letensea Gereabzgi (2018). The Impact of Organizational Learning Culture and Structure on Organizational Performance and Innovativeness: The Case of Selected Public Higher Learning Institutions, Ethiopia. Unpublished Master’s Thesis, Jimma University, Jimma.

Lundberg, C. C. (1995). Learning in and by organizations: Three conceptual issues. The International Journal of Organizational Analysis, 3(1), 10-23.

Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization’s learning culture: the dimensions of the learning organization questionnaire. Advances in developing human resources, 5(2), 132-151.

Martin, B. R., & Whitley, R. (2010) The UK Research Assessment Exercise: a case of regulatory capture? In: R. Whitley, J. Gla¨ser & L. Engwall (Eds.), Reconfiguring knowledge Production: Changing Authority Relationships in the Sciences and their Consequences for Intellectual Innovation (pp. 51–81). Oxford University Press.

Mebratu, T. (2021). Organizational learning practices in public higher education institutions of Ethiopia. Technium Education and Humanities, 1(1), 55-78

Mense, E. G., Lemoine, P. A., Garretson, C. J., & Richardson, M. D. (2018). The development of global higher education in a world of transformation. Journal of Education and Development, 2(3), 47.

Ministry of Science and Higher Education [MoSHE]. (2021). Differentiating the higher education system of Ethiopia: A national study report. Addis Ababa, Ethiopia.

MoE. (2018). Ethiopian education development roadmap: An integrated executive summary. Addis Ababa, Ethiopia.

Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies, 26(4), 3893-3915.

Popova-Nowak, I. V., & Cseh, M. (2015). The meaning of organizational learning: A meta-paradigm perspective. Human Resource Development Review, 14(3), 299-331.

Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday Currency.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.

Vince, R. (2018). The learning organization as paradox: Being for the learning organization also means being against it. The learning organization.

Whitley, R. (2007).Changing governance of the public sciences. In R. Whitley & J. Gla¨ser (Eds.), The Changing Governance of the Sciences (pp. 3-27). Springer.

Xie, L. (2019). Leadership and organizational learning culture: a systematic literature review. European Journal of Training and Development, 43(1-2), 76-104. https://doi.org/10.1108/EJTD-06-2018 0056

Yang, B., Watkins, K. E., & Marsick, V. J. (2004). The construct of the learning organization Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31-55.

Zelalem, B. G., & Jebessa, T. B. (2015). Pay and performance in Ethiopian higher education: implications towards staff motivation and engagement. European Journal of Business and Management, 7(7), 328-339.




DOI: https://doi.org/10.7575/aiac.ijels.v.12n.2p.205

Refbacks

  • There are currently no refbacks.




License URL: https://creativecommons.org/licenses/by/4.0/

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.