Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Dr. Patricia Brewer
Abstract
Despite the increase in international twinning programs in Indian higher education since the mid-1990s, there is little understanding of how institutions facilitate faculty learning or adopt organizational refinement strategies, or how organizational learning contributes to institutional capacity. The purpose of this study was to understand the perspectives of faculty regarding the organizational learning that may occur at Indian higher education institutions that participate in international twinning programs. Participants were recruited using purposeful and chain sampling for a total of eight Indian higher education faculty who were employed at an Indian higher education institution, had participated in the twinning programs, and had worked in the program for 5 years. A basic qualitative approach with semistructured interviews informed by the literature was used to collect data that were audio recorded, transcribed, open coded, and sorted into nine themes. The themes were synthesized and aligned with the conceptual framework of Senge’s five disciplines, resulting in five findings of organizational learning. Individual, group, organizational, and societal elements of organizational learning, found in the literature, were also identified in this study. The fifth finding, or crossover element, reflected employee empowerment that was triggered by overlaps between two or more of the elements. The findings are useful for higher education stakeholders, policy makers, and administrators to enhance institutional quality. Successful learning organizations can help build a productive society and facilitate positive social change through employee empowerment.
Recommended Citation
Puduppulliparamban Anthappan, Thomas, "Faculty Perceptions of Organizational Learning in Indian University International Partnership Programs" (2022). Walden Dissertations and Doctoral Studies. 13088.
https://scholarworks.waldenu.edu/dissertations/13088
