Applicability of the Learning Organisation Idea to Universities in Kenya

Autor/in	Sarange B., Abenga Elizabeth
Titel	Applicability of the Learning Organisation Idea to Universities in Kenya
Quelle	In: Educational Research and Reviews, 13 (2018) 23, S.745-753 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Universities; Classification; Barriers; Organizational Change; Foreign Countries; Organizational Culture; Organizational Climate; College Faculty; Work Environment; Entrepreneurship; Accreditation (Institutions); Strategic Planning; Reputation; Quality Assurance; Research; Educational Administration; Instructional Effectiveness; Employee Attitudes; Relevance (Education); Educational Legislation; Kenya + Suchen Sie Ihr Suchwort? University; Universität; Classification system; Klassifikation; Klassifikationssystem; Organisationswandel; Ausland; Unternehmenskultur; Organisationsklima; Fakultät; Arbeitsmilieu; Unternehmungsgeist; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Strategy; Planning; Strategie; Planung; Qualitätssicherung; Forschung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Unterrichtserfolg; Arbeitnehmerinteresse; Relevance; Relevanz; Bildungsrecht; Schulgesetz; Kenia
Abstract	The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning organisation concept and practice is voiced more in the developed nations than in the developing ones, more so, Africa. Further, the learning organization appears to be more practical in entrepreneurial organisations than in the educational enterprise. This is evidenced by the dearth of literature still seeking to establish whether the learning organization idea is relevant to universities specifically in Kenya, and also Africa. This article examines the concept of the learning organisation to elucidate the key components in relation to universities in the Kenyan context. The review is pegged on Ortenblad and Koris' typology of the learning organization. Literature review of existing prior works on the components of the learning organization and their relevance to universities, and a reflective discussion based of applicability of key characteristics of a learning organisation in public universities in Kenya is made. The review found the four-point typology limited and a fifth component identified as beneficial toward universities' reflection on their organisational learning status. The learning organisation idea was found relevant for universities in Kenya but needs to be applied thoughtfully and in cognisance of the unique nature of its operations and include the key consumer (university student bodies) perspective in the multi-stakeholder contingency approach. The highly mechanistic learning structure, practices that encourage negative learning, lack of research focusing on internal concerns and emphasis on formal courses at the exclusion of learning at work are obstacles that stand in the way of transformation of universities in Kenya into learning organisations. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01