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Title: Investigating Organisational Learning Mechanisms (OLMs) and elements shaping organisational learning in selected universities in Nigeria
Author: Dakyen, C. C.
ISNI:       0000 0004 6500 0896
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2017
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This study explores the process of organisational learning in selected universities in Nigeria. OL is essential in an organisation’s ability to survive, grow, adapt and respond to environmental dynamics and changes. Universities as institutions of learning play significant roles in shaping societies. They develop minds and human capital, create and disseminate knowledge relevant for use by other organisations. In consideration of their contributions and relevance, researchers suggest the need to develop an understanding of how universities learn as organisations, especially in a complex environment. To this end, three research objectives have been raised to investigate organisational learning in three universities in Nigeria. The first objective examines the levels of learning in organisations in attempt to establish what makes learning “organisational”. The second objective is to identify organisational mechanisms facilitating the OL in selected universities in Nigeria. And, finally, to investigate the environmental and organisational elements shaping OL in selected universities in Nigeria. The study employs Huber’s cognitive and behavioural theory as the lens for investigating OLMs and elements shaping OL in case universities. Research participants from case universities have been categorized into four arms (key players, academics, non-academics and students), which serves as a form of triangulation, in addition to method triangulation based on interviews, direct observation and documents. Data analysis has been centered on the identification and examination of organisational learning mechanisms (OLMs) and elements shaping organisational learning (OL). The results show that organisational learning mechanisms are defined beyond structures and procedures to include “resources” in case universities; and the implementation of these OLMs facilitate learning. Findings further reveal that although these mechanisms are natural and established, they are never systematic in implementation due to surrounding elements within and outside the universities, which shapes the process and the learning in universities. These elements stem from regulative, normative, cultural, organisational and contextual facets of the universities.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available