Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning – evidence from Indian business schools

Abstract

Purpose Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools. Design/methodology/approach The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling. Findings The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources. Originality/value Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability.

The infrastructural role of education in the social and investment model of economic growth: the specifics of emerging markets

“…The theoretical basis of this research is the concept of university management. According to this concept, the infrastructural role of education in the social and investment model of economic growth is substantiated and emphasized in the works Aleixo et al (2020), Finnveden et al (2020), Neelam et al (2020), andPedro et al (2020). The specifics of higher education's development in emerging markets are studied in the works Adeyinka-Ojo et al (2020), Baartman et al (2022), Fuchs (2022, Gonzales-Valdivia et al (2022), Hassan (2020), Lohberger and Braun (2022), Saqib et al (2020).…”

Memupuk Keberaksaraan: Berinovasi Dalam Perspektif Belajar Sepanjang Hayat

“…Pembelajaran formal berarti bentuk pembelajarannya terstruktur, pembelajaran nonformal sebagai kegiatan semi-terstruktur, dan pembelajaran informal adalah hasil pembelajaran sehari-hari yang implisit atau bahkan tidak disadari (Tammaro, 2005). Beberapa penelitian mengemukakan bahwa gerakan belajar sepanjang hayat sering terjadi di luar pendidikan formal (Neelam et al, 2020).…”

“…Apalagi jika pembelajaran terjadi di luar konsep pendidikan dan pelatihan (Barros, 2012;Graff, 2012). Karena proses belajar bisa terjadi secara mandiri, baik terdorong oleh motivasi dalam diri sendiri maupun faktor eksternal (Neelam et al, 2020). Memang pada kenyataannya perspektif belajar dalam aktivitas orang dewasa, tidak mudah ditemui.…”

“…Yang mana istilah belajar sepanjang hayat selalu dikaitkan dengan peningkatan keterampilan dan kualifikasi individu (Macaskill, 2003). Banyak penelitian menempatkan konsep belajar sepanjang hayat menjadi dasar dari strategi peningkatan kapasitas sumber daya manusia, khususnya dalam pertumbuhan ekonomi (Corrales-Herrero & Rodríguez-Prado, 2018;Macaskill, 2003;Neelam, Sheorey, Bhattacharya, & Kunte, 2020;Regmi, 2015).…”

Lifelong learning and personal learning environments: a productive symbiosis in higher education

“…The acquisition and reinforcement of LLL skills brings many benefits (Grokholskyi et al, 2020) which can be grouped in two aspects: on the one hand, it reduces students' gaps in training, and on the other, it helps to deal with workplace related challenges (Caspersen & Smeby 2020). As a response to the new social demands and challenges, some higher education institutions, not exempt from the pressure of globalization, are making changes in how they manage education (Neelam et al, 2020), leading to new study plans, innovative methodologies, research projects, and extension processes. This is why higher education is considered a key element in the development of LLL (Jaldemark, 2020), not only lifelong but also 'lifewide' (Kirby et al, 2010), above all, focusing interest on the learning, not on the teaching (Vargas, 2014).…”