Organizational Learning Practices in Public Higher Education Institutions of Ethiopia

Abstract

In this study, quantitative research design was employed to examine the relationship between organizational learning practices and institutional performance in Public Higher Education Institutions (HEIs) of Ethiopia. The study investigated: individual, group and organizational level learning practice and their relationship with institutional performance. Data gathered from a 69 item survey questionnaire administrated to 461 academic staff randomly chosen from seven sample public universities from three generations. The finding of the study revealed that individual level learning practice is low, instructors (M=3.67: SD= .562)   and academic leaders (M=3.80: SD= .652);  group level learning practice is  low, instructors (M=3.07, SD=.567) and academic leaders (M = 3.28, SD =.661) and  organization level learning is poorly practiced, instructors (M=3.34, SD=.519) and academic leaders (M = 3.58, SD =.670), in public HEIs.  In general, it was found that organization learning practice is  insufficient, weak and  poorly practiced in HEIs  as agreed by  instructors (M=3.35, SD=.427) and academic leaders (M = 3.56, SD =.581) .  It was also concluded that the institutional ability of HEIs to learn from past experiences was insufficient and HEIs were not capable in sharing and utilizing the existing knowledge to create new knowledge to improve institutional practices.  Besides, the existing leadership practices, learning infrastructures and technologies could not sufficiently support in transforming HEIs into learning organizations. Therefore, it was suggested that HEIs have to encourage shared and participatory  decision-making process; create efficient system and work culture  which promote  cooperation, trust , team sprit  among academic staff and  across different disciplines,   create  long term strategic partnerships with external   institutions and  facilitate   academic mobility and   experience sharing  activities. Furthermore, learning efforts and outcomes have to be   valued and rewarded; technologies and learning infrastructures have be sufficiently developed to support   organization wide learning and institutional performance.