Learning organizations in higher education: an empirical evaluation within an international context

We proposed and examined a learning organization framework in higher education within an international context. Using a sample of 687 employees in the UK and Vietnam, we tested the relationships between personal mastery, mental models, team learning, shared visions and systems thinking with their antecedents and outcomes. Our findings support the suggested learning organization model. As predicted, these five variables partially mediate the relationship between the antecedents and outcomes. We also found that employees in a collectivist culture were more likely to be committed to the process of becoming learning organizations compared with those from an individualistic culture.