Organisational learning was first mentioned in the management literature by Drucker (1958:47). He stated: “management is first and foremost about the continuing development of the organisation and its employees. The demands and needs of the environment are constantly evolving and management is about adjusting the company according to the needs and demands of the environment”. Since then the literature available extensively covers the term organisational learning. Several authors in the fields of management, economics, sociology, psychology and education wrote about the subject. As a result the field of organisational learning became rather fragmented. Studies have been carried out in separate disciplines independent of each other (Boreham and Morgan, 2004:307-325). Though the field has become fragmented because of the diversities in approaches to this study, it is possible to identify a core definition of what organisational learning is (Lundvall, 2001:273-291).
According to Robinson (2010:1-13) early studies focused mainly on the decision-taking processes as a form of organisational learning. For example Argyris (1977:115-125) stated that organisational learning is a process of detecting and correcting error. Another definition from Hedberg (1981:1-27) argues that organisational learning is the process through which managers seek to improve employees’ desires and abilities to understand and manage the organisation and its task environment so that employees can make decisions and function effectively.
Later the influences of organisational learning on the whole organisation became evident. The work of Armstrong and Foley (2003:74-82) indicates that organisational learning is a process that takes place in organisations which enables learning of its members in such a way that positively valued outcomes are created. The expected outcomes are innovation, efficiency and better alignment with the environment leading to competitive advantage of the organisation. The effects of organisational learning are manifested in the organisation’s systems, structures and culture. More recent literature defines organisational learning as a dynamic process of creation, acquisition and integration of knowledge with the aim to develop resources and capabilities that contribute to improved organisational performance (López, Péon and Ordás, 2005:227-245).
Inhaltsverzeichnis (Table of Contents)
- CHAPTER ONE: INTRODUCTION
- 1.1 Introduction
- 1.2 Background of the Study
- 1.2.1 Reasons for Organisational Learning
- 1.2.2 History of the Cape Peninsula University of Technology
- 1.3 Problem Statement
- 1.4 Purpose of the Study
- 1.5 Research Objectives
- 1.6 Research Questions
- 1.7 Significance of the Study
- 1.8 Research Methodology
- 1.9 Literature Review
- 1.10 Research design
- 1.11 Target population
- 1.12 Sampling frames, sampling and sample size
- 1.13 Data collection method and the research instrument
- 1.14 Data analysis
- 1.15 Chapter Classification
- CHAPTER TWO: LITERATURE REVIEW
- 2.1 Introduction
- 2.2 Development of Organisational Learning
- 2.3 The Common Ground: The Four Key Elements of Organisational Learning
- 2.3.1 Organisation
- 2.3.2 People
- 2.3.3 Knowledge
- 2.3.4 Technology
- CHAPTER THREE: RESEARCH METHODOLOGY
- 3.1 Introduction
- 3.2 Research Design
- 3.3 Population
- 3.4 Sample
- 3.5 Data Collection
- 3.6 Measuring Instrument
- 3.7 Data Analysis
- CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
- 4.1 Introduction
- 4.2 Amount of Data Collected and Response Rate
- 4.3 Demographic Data Analysis
- 4.4 Quantitative Data Analysis
- 4.4.1 Research Question 1
- 4.4.2 Research Question 2
- 4.4.3 Research Question 3
- 4.5 Cross Sectional Analysis
- 4.6 Qualitative Data Analysis
- CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This thesis aims to investigate the imperatives of a learning organization within the context of the Cape Peninsula University of Technology. It explores the existing organizational learning practices and identifies areas for improvement.
- Organizational learning within a higher education setting
- The four key elements of organizational learning (organization, people, knowledge, technology)
- Application of research methodologies to study organizational learning
- Analysis of quantitative and qualitative data related to organizational learning practices
- Recommendations for enhancing organizational learning at the Cape Peninsula University of Technology
Zusammenfassung der Kapitel (Chapter Summaries)
CHAPTER ONE: INTRODUCTION: This chapter introduces the study, providing background information on organizational learning and the Cape Peninsula University of Technology (CPUT). It establishes the problem statement, outlining the need for research into CPUT's organizational learning practices. The chapter clearly defines the study's purpose, research objectives, and questions, highlighting its significance and detailing the chosen research methodology, including the research design, target population, sampling method, data collection techniques, and data analysis approach. It sets the stage for the subsequent chapters by outlining the overall research framework and approach.
CHAPTER TWO: LITERATURE REVIEW: This chapter delves into the existing literature on organizational learning, tracing its historical development and examining various theoretical perspectives. It focuses on identifying the core elements of organizational learning – organization, people, knowledge, and technology – and their interrelationships. This provides a comprehensive theoretical foundation for understanding the complexities of organizational learning and offers a conceptual framework for analyzing the empirical data presented in later chapters. The chapter explores how these elements interact to create a dynamic and adaptable learning environment.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter details the research design, population, sample selection, data collection methods, and data analysis techniques employed in the study. It provides a rigorous justification for the chosen methodology, ensuring the study's reliability and validity. The description of the instruments used, along with the rationale for their selection, adds clarity and transparency to the research process. This lays the groundwork for a robust analysis of the collected data and supports the credibility of the findings presented in Chapter Four.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION: This chapter presents and analyzes the collected data. It begins by describing the amount of data collected and the response rate, followed by an analysis of demographic data to understand the characteristics of the respondents. The quantitative data analysis addresses the research questions using appropriate statistical methods, while the qualitative data analysis provides richer contextual insights. The chapter integrates both types of analyses to provide a comprehensive understanding of organizational learning at CPUT. Cross-sectional analyses are also employed to identify potential relationships between different variables.
Schlüsselwörter (Keywords)
Organisational learning, higher education, Cape Peninsula University of Technology, research methodology, quantitative analysis, qualitative analysis, knowledge management, technology, human resources.
Frequently Asked Questions: A Comprehensive Language Preview
What is the purpose of this document?
This document provides a comprehensive preview of a thesis investigating organizational learning at the Cape Peninsula University of Technology (CPUT). It includes the table of contents, objectives and key themes, chapter summaries, and keywords. It is intended for academic use, facilitating analysis of the thesis's themes in a structured and professional manner.
What topics are covered in the thesis?
The thesis explores organizational learning within a higher education setting, focusing specifically on CPUT. Key themes include the four key elements of organizational learning (organization, people, knowledge, technology), the application of research methodologies to study organizational learning, analysis of quantitative and qualitative data related to organizational learning practices, and recommendations for enhancing organizational learning at CPUT.
What is the structure of the thesis?
The thesis is structured into five chapters. Chapter One provides an introduction, including the background, problem statement, research objectives, methodology, and literature review. Chapter Two delves into a literature review on organizational learning. Chapter Three details the research methodology employed. Chapter Four presents the data analysis and discussion, and Chapter Five summarizes the findings, presents conclusions, and offers recommendations.
What research methods were used?
The research employed both quantitative and qualitative methods. Specific details regarding the research design (e.g., type of study), sampling techniques, data collection instruments, and data analysis procedures are provided in Chapter Three.
What are the key findings and conclusions?
Detailed findings and conclusions are presented in Chapter Four and Chapter Five respectively. Chapter Four presents a detailed analysis of quantitative and qualitative data related to organizational learning practices at CPUT. Chapter Five summarizes these findings and offers recommendations based on the research.
What are the key elements of organizational learning discussed in the thesis?
The thesis focuses on four key elements of organizational learning: organization, people, knowledge, and technology. The interrelationship and importance of each element in creating a learning organization are explored throughout the thesis.
Who is the target audience for this thesis?
The target audience is primarily academic, intended for researchers, scholars, and students interested in organizational learning, higher education, and research methodologies within the context of a South African university.
Where can I find more detailed information?
This document serves as a preview. The full thesis contains comprehensive details on each aspect outlined here.
What are the keywords associated with this thesis?
Keywords include: Organisational learning, higher education, Cape Peninsula University of Technology, research methodology, quantitative analysis, qualitative analysis, knowledge management, technology, and human resources.
- Arbeit zitieren
- Stephan Bach (Autor:in), 2012, The Imperatives of a Learning Organisation: The Case of Cape Peninsula University of Technology, München, GRIN Verlag, https://www.grin.com/document/263517
