مطالب

Purpose: Obstacles of creating learning organization cause a sharp decline in the performance of organizations, especially in educational organizations. Therefore, the aim of this study was to evaluate the relationship between the categories of the obstacle model of creating learning organizations. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population were professors from Al-Qadisiyah and Kufa universities of Iraq with number 720 people and with using Cochran's formula, the sample size was estimated to be 251 people, which this number were selected by available sampling method. The research tool was a researcher-made questionnaire of barriers to obstacle of creating learning organizations with 69 questions, which data obtained its implementation were analyzed by methods of exploratory factor analysis and partial least squares in SPSS and Smart PLS software. Findings: The findings showed that the factor load of all questions was higher than 0.50 and significant, and the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45, and indicating their non-overlapping. Also, content validity ratio and Cronbach and combined reliability of the categories were estimated higher than 0.70 and 0.80, respectively. In addition, according to the indicators of commonality and redundancy, the obstacle model of creating learning organizations had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on central phenomenon, the effect of central phenomenon on strategies and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed obstacle model of creating learning organizations can help to university officials in designing programs to remove obstacle of creating learning organizations

Purpose: The success of universities depends on their ability to respond and adapt to environmental changes and developments. Therefore, the purpose of this study was designing the organizational learning capacity development model with an entrepreneur university approach. Methodology: In a qualitative study on 24 experts familiar with the field of research and relevant documents in this field, the organizational learning capacity development model with an entrepreneur university approach was investigated. The experts of the current research were selected by purposeful and snowball sampling methods and were underwent to three rounds of Delphi. The data were collected by taking notes from the documents and checking the level of agreement of the experts and were analyzed by coding methods and the percentage of agreement with the Delphi method. Findings: The findings of coding indicated that the organizational learning capacity development model with an entrepreneur university approach had 81 components in 21 dimensions. The results showed that in the first round of Delphi 3 components, in the second round of Delphi 4 components and in the third round of Delphi 2 components were removed, and finally, for the organizational learning capacity development model with an entrepreneur university approach were identified 72 components in 21 dimensions with an agreement percentage of higher than 70% for all components. Conclusion: The results of this study help to better understand the methods of organizational learning capacity development with an entrepreneur university approach. Therefore, universal specialists and planners in order to improve organizational learning capacity can provide the basis for improving the identified dimensions and components in the current research.