Barriers to organizational learning in a multi-institutional initiative

Kezar, Adrianna; Holcombe, Elizabeth

doi:10.1007/s10734-019-00459-4

Cited by 21 publications

(15 citation statements)

References 23 publications

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“…Psychological factors also may inhibit learning. For example, in a multi-institutional initiative, fear of being judged served as one of the barriers to organizational learning (Kezar and Holcombe, 2020). While there is a considerable push for campus decision-makers to move toward data-driven management, studies indicate that campuses first need to build their human and data infrastructures in ways that will facilitate these processes (Kezar et al, 2015).…”

Section: Organizational Learning Capabilitymentioning

confidence: 99%

Assessing campus sustainability literacy and culture: How are universities doing it and to what end?

Lad

Akerlof

2022

Front. Sustain.

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Institutions of higher education have increasingly focused on data-driven decision-making and assessments of their sustainability goals. Yet, there is no agreement on what constitutes sustainability literacy and culture (SLAC) at colleges and universities, even though promoting these types of campus population-level changes is often seen as key to the greening of higher education. It remains unclear what motivates institutions to measure these constructs, the barriers they face in doing so, and how they use these assessments to improve sustainability outcomes. In order to understand how universities are conducting SLAC assessments and for what purpose, we carried out an analysis of a subgroup of institutions–doctoral universities with very high research activity (R1)–with respect to institutional organizational learning (OL). Semi-structured interviews were conducted with administrators of 20 R1 universities that reported SLAC assessments (2017–2020) in the Association for the Advancement of Sustainability in Higher Education's STARS rating system. As anticipated, R1 universities reported conducting SLAC assessments for STARS points, but they also are motivated by the potential for the data to inform campus programs. Challenges in conducting assessments included: lack of institutional prioritization, difficulty conducting the surveys, inadequate resources, institutional barriers, and perceived methodological inadequacies. While very few of the higher OL institutions pointed to lack of institutional prioritization as a problem, more than half of lower OL universities did. Institutional support, having a dedicated office, and using survey incentives served as facilitators. This is one of the first studies to relate higher education OL to sustainability assessments. OL is likely to be an important construct in furthering an understanding of the institutional capacities required for implementation of assessments and their effectiveness in evidence-based decision-making.

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Section: Organizational Learning Capabilitymentioning

confidence: 99%

Assessing campus sustainability literacy and culture: How are universities doing it and to what end?

Lad

Akerlof

2022

Front. Sustain.

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“…According to (Turi, 2019), most of the empirical research on organizational learning has focused on business and industry rather than the educational system. According to (Kezar & Holcombe, 2020), few studies have been conducted on organizational learning in multi-institutional change projects or on the particular problems of facilitating learning in multi-institutional systems. However, (Massoud & Ayoubi, 2021) his research concluded that there is a lack of research on organizational learning in developing countries.…”

Section: Organisational Learning As a Mediatormentioning

confidence: 99%

The Relationship between Employee Participation, Careerplanning, Training and Development, and Private University Performance: The Mediating Role of Organisational Learning

Alsharif¹,

Som²,

Mahmood³

2022

IJARBSS

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This study examines the mediating role of organisational learning in the relationship between employee participation, training & development, career planning, and private university performance. It proposes a conceptual framework to analyses these relationship. The framework is based on key theories and relevant literature in human resources management practices and organisation performance. The framework can be used to empirically test the above relationship. Data will be collected through a cross sectional survey. Methodologically, the framework will be tested using a quantitative method and SmartPLS will be used for data analysis. The proposed framework is predicted to have major managerial implications for the private higher education system seeking to improve its competitive advantage.

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“…Organizational learning is when knowledge and processing of information are acquired in one area of an organization which can be useful to the whole organization. A study by Kezar and Holcombe (2020) examined barriers to organizational learning across several institutions and found that great attention is paid to campus context and culture, to the point that faculty and administrators felt they could not learn from other institutions: "Not invented here," even distrusting research and data from those institutions. Competition between campuses also fostered the idea that homegrown ideas were best suited for their campus, preventing learning about other campuses' experiences.…”

Section: Fit With the Institution's Mission And Practice [4]mentioning

confidence: 99%

Sustainability Matters: Advocating for the Establishment and Continuation of Peer-Led Team Learning

2022

APLL

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The successful dissemination of the Peer-Led Team Learning (PLTL) model at multiple institutions of higher education, in the United States and other countries, is reflected in the number of publications (see www.pltlis.org). However, many PLTL campus programs are no longer active or exist. This may be due, more recently, to the COVID pandemic and its disruptions. Historically, programs no longer exist because grant funding that supported the initiative ended; other reasons include the promotion, retirement, or even death of the practitioners whose work championing their PLTL program ended. What can sustain a campus PLTL program so that its benefits continue to accrue to students and Peer Leaders, and positively affect institutions’ retention, graduation rates, and mission over decades? This paper examines the strategies used to disseminate the PLTL model; presents suggested prescriptions for institutional adoption regarding climate, culture, and organizational learning; provides case studies of possible sustainability methods and compares the PLTL critical components to suggestions for creating sustainable educational innovations.

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Barriers to organizational learning in a multi-institutional initiative

Cited by 21 publications

References 23 publications

Assessing campus sustainability literacy and culture: How are universities doing it and to what end?

Assessing campus sustainability literacy and culture: How are universities doing it and to what end?

The Relationship between Employee Participation, Careerplanning, Training and Development, and Private University Performance: The Mediating Role of Organisational Learning

Sustainability Matters: Advocating for the Establishment and Continuation of Peer-Led Team Learning

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