Higher Education Institutions as Learning Organisations: Learn, Adapt and Evolve

Abstract

The industrial revolutions pave the way for higher education institutions (HEIs) to remain competitive while infusing relevant knowledge into society. The recent COVID-19 pandemic spawns many new challenges, but HEIs that are already in the paradigm of the learning organisation swiftly reshaped the provision of educational services. The digitalisation of teaching and learning is not new for learning organisations; indeed, learning management systems usage mounted during the global COVID-19 pandemic. Besides, HEIs use social media platforms to provide continuous quality education supports to learners. The adoption of digital technologies in HEIs will continue rapidly, and indeed we have withness the digital evolutions in the past. Following this, new challenges to the assurance of quality and standards are likely to emerge. HEIs as learning organisations realise that they can improve academic quality and standards through continuous learning and change efforts. With this in mind, HEIs are encouraged to reinforce the fundamentals of a learning organisation culture within the educational ecosystem. The commitment to quality assurance lead to conscious recognition of strengths and opportunities and monitor treat and weaknesses. Advancing standards and quality of education benefit all, not least to HEIs themselves. This paper attempts to reinforce the role of HEIs as learning organisations that helps to narrow or even eliminate the knowledge gaps in the global knowledge economy.

Challenges of a Digitalising World in the Light of an International Survey

“…This idea establishes all the conclusions that underpin the construction and operation of knowledge management systems and the justification for a learning organisation culture (Ivanova et al, 2020). The functioning of learning organisations and their characteristics have been collected by several authors (Senge, 2006;Garvin et al, 2008;D'Amato et al, 2017;Örtenblad & Koris, 2014;Farrukh & Waheed, 2015;Rusok et al, 2021), the most frequently cited requirements are System Thinking, Personal Mastery, Mental Models, Shared Vision, Team Learning (Senge, 2006).…”

Managerial Policies on Digital Development in Education and the Wellbeing of Students: Anxiety and Exhaustion

“…According to Ahmed (2023) having a strategic plan for the development of e-learning is a must to get a successful online education program because it helps to ensure that the program meets the needs of its users and also provides the tools to measure the success of elearning initiatives. Should be considered the mediating effects of attitudes towards change, because research evidence suggests that it is important to identify what influences the attitudes of social actors towards change in order to facilitate and optimize their receptivity to change and, therefore, ensure the success of the change in the work environment in higher education institutions (Rusok et al, 2023). Independent learning and lack of social interaction during the pandemic brought about to students isolation, as well as feeling of loneliness, which caused emotional stress and negative perceptions towards quality of life.…”