Impact of Organizational Learning Culture and Structure on Organizational Performance and Innovativeness The case of Selected Public Higher Learning Institutions

Abstract

This study aimed to investigate the impact of organizational learning culture and structure on organizational performance and innovativeness at selected higher learning institutions in Ethiopia. A cross-sectional survey was adopted and a sample size of 312 academic and administrative staff was taken from a total population of 1667 from three selected universities by using stratified random sampling followed by purposive sampling. Data was collected through a questionnaire and analyzed using descriptive statistics (Frequency, Percentage, Mean, and Standard Division) and inferential levels (correlation coefficient, variance analysis, independent T-test) using SPSS software version 20. The findings of the study revealed that individual organizational learning culture predictors have a statistically significant effect through continuous learning, team learning, embedded systems, employee empowerment, and leadership, but organizational learning culture had no statistically significant effect on dialogue and inquiry on organizational innovativeness. Moreover, it was found that there were lack of organizational learning culture indicators in Higher Learning Institutions, but those are more effected organizational performance and innovativeness like team learning, employee empowerment, dialogue and inquiry, leadership, and continuous learning. From this study, it can be concluded that organizational learning culture has a statistically significant effect on organizational performance in higher learning institutions.