Exploring the relationship between organizational learning and career resilience among faculty members at Qatar University

Abstract

Purpose -Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members. Design/methodology/approach -This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. A multiple regression model, the Pearson production-moment correlation coefficient (r), means, and standard deviations were used as the main statistical techniques. Findings -The findings of this study indicated that faculty members at QU practice three different levels of learning -i.e. individual learning, departmental learning, and university learningseparately or combined in a moderately high way. Further, the results clarified that faculty members at QU perceived themselves to have a moderately high level of career resilience. In terms of the relationship between career resilience and the three different levels of learning, the results of the Pearson production-moment correlation coefficient (r) and the coefficient of determination, R 2 , statistically confirmed the positive, modest, and significant relationship between career resilience and the three levels of learning combined. Originality/value -A hypothesized correlation between career resilience and organizational learning is affirmed. The results of this study confirm the feasibility of connecting two emerging frameworks, i.e. organizational learning and career resilience. Therefore, studying the organizational learning of faculty members is a device that can be used to predict the possibility of faculty members adopting the characteristics and values of a learning organization in their academic life individually or organizationally, while displaying minimal dysfunctional behavior through their career resilience.

Current status and promising directions for research on the learning organization

“…In addition, studies sought to understand how dimensions of a learning organization affect career success, career resilience, or career development (Abu-Tineh, 2011;Park, 2009;Parsa et al, 2014). Finally, informal learning and leadership were examined (Nurmala, 2014;Sahaya, 2012.…”

Relationships Between Emotional Stability, Psychosocial Mentoring Support and Career Resilience

“…Later on Fourie and Van Vuuren (1998) stated that career resilient people are endowed with a great ability to adapt during changing circumstances. Similarly, Abu-Tineh (2011) in his research on 100 faculty members of Qatar University, explained career resilience as one’s ability to manage effectively one’s work life. According to him, members with high resilience are flexible, goal-driven, high in self-esteem, instilled with confidence, optimist, and are able to make timely changes and always provide new learning opportunities for implementation.…”

Applicability of the learning organisation idea to universities in Kenya

“…Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License learning organisations (Abu-Tineh, 2011;Ali, 2012;Bak, 2012;Baruch, 2010, 2012;Cepic" and Krstovic´, 2011;Farrar-Myers and Dunn, 2010;Greenwood, 2009;Khasawneh, 2011;Manlow et al, 2010;Nazari and Pihie, 2012;Nejad et al, 2012;Vatankhah et al, 2011;Veisi, 2010;Voolaid and Venesaar, 2011). Further, there seemed to be agreement on the assumption and expectation that higher education institutions are learning organisations (Ortenblad 2013).…”