Aims: The purpose of this study is to identify the teacher’s awareness and adoption of bloom’s taxonomy in-class assessment (examination) by teachers of Gedu College of Business Studies (GCBS), Bhutan. Study design: The descriptive and content analysis was applied. Place and Duration of Study: Teaching faculty of GCBS and exam question paper for the year June 2020 was studied. The study was conducted between June 2019 and December 2020. Methodology: The census survey was done with 63 teachers of which 48 responded (38 men, 10 women). The teachers’ awareness of Bloom’s taxonomy was assessed in terms of knowledge and information received on bloom’s taxonomy, and the exam question paper was analyzed to comprehend, how adequately teachers have adopted bloom’s taxonomy in the assessment of the student. Results: Results revealed that all the GCBS teachers are aware of the concepts and the majority think that their understanding of the concepts is good and above (79.2%). Though teachers are aware and familiar with bloom’s taxonomy concepts, those concepts were not used accordingly in preparation for the exam paper. The overall marks distributed in six levels of Bloom's taxonomy show that exam paper questions are slightly skewed to the lower level of Bloom's taxonomy. Conclusion: Without a careful mapping of questions according to Bloom's taxonomy, the examination will not yield the desirable objective of the module.

Aims: The study assessed the learning organization (LO) dimensions, dominant culture, and the relationship between the organizational culture and learning organization dimensions of the colleges of Royal University of Bhutan (RUB). Study Design: It was a correlational study. Place and Duration of Study: The sample consisted of teaching and non-teaching staff of the colleges of RUB. The survey was conducted in Bhutan between February and April 2022. Methodology: The study participants were 201 teaching (161) and non-teaching (40) staff of the colleges of RUB. The Organizational Culture Assessment Instrument (OCAI) was used to analyze the culture of the colleges. The Dimensions of the Learning Organization Questionnaire (DLOQ) was used to examine the LO characteristics of the colleges. IBM SPSS (Statistical Product and Service Solutions) version 21 was used for data analysis. Results: RUB can be considered as a learning organization, as the average (4.051) of the DLOQ dimensions’ ratings by the staff is higher than the DLOQ scale average. The DLOQ dimension, connect the organization to its external environment, achieved the highest score. The DLOQ dimension, foster inquiry and dialogue, achieved the lowest score. The dominant culture of the colleges of RUB is clan culture. Clan culture significantly positively predicted, and hierarchy culture significantly negatively predicted the dimensions of a learning organization – continuous learning, inquiry and dialogue, team learning, strategic leadership for learning, systems to capture learning, empower people, and connect the organization. These predictors predicted 17.86 percent to 25.72 percent of the variance in the learning organization dimensions. Conclusion: The dominant culture of the colleges can promote or act as a barrier to the LO practices in the organization. The colleges need to shift orientation from control to collaboration to promote LO characteristics in the colleges.