Why Become a Learning Organization: Measuring the Dimensions of Learning at the University of the Bahamas

Abstract

In the 21st century, higher education institutions (HEIs) seek to remain relevant in a rapidly changing social and cultural landscape, knowing that innovation is critical to the ongoing viability of the organization. As a result, HEIs need to adapt to changes through continuous learning, thus fostering new regulatory paradigms which considerably grow among educational organizations. In this paper, a cross-sectional, data collection methodology utilized an adapted 21-item version of the Dimensions of Learning Organization Questionnaire (DLOQ). Furthermore, the selected instrument employed investigates the perception of university staff, faculty, and administrators in the organizational learning culture in a Bahamian higher education institution, namely the University of the Bahamas. The results illuminate some of the complexities and challenges of applying change management principles and processes derived from corporate management culture to the administration and governance of higher education in the Bahamas. Results indicate that when combining both staff and faculty responses compared to administrators, there was, in fact, organizational learning.