Abstract

The concept of the learning organisation is now gaining more prominence globally, yet there are few organisations that assert to be learning organizations, or identify with organizational learning. On the same breath, the learning organisation concept and practice is voiced more in the developed nations than in the developing ones, more so, Africa. Further, the learning organization appears to be more practical in entrepreneurial organisations than in the educational enterprise.  This is evidenced by the dearth of literature still seeking to establish whether the learning organization idea is relevant to universities specifically in Kenya, and also Africa. This article examines the concept of the learning organisation to elucidate the key components in relation to universities in the Kenyan context. The review is pegged on Ortenblad and Koris’ typology of the learning organization. Literature review of existing prior works on the components of the learning organization and their relevance to universities, and a reflective discussion based of applicability of key characteristics of a learning organisation in public universities in Kenya is made. The review found the four-point typology limited and a fifth component identified as beneficial toward universities’ reflection on their organisational learning status. The learning organisation idea was found relevant for universities in Kenya but needs to be applied thoughtfully and in cognisance of the unique nature of its operations and include the key consumer (university student bodies) perspective in the multi-stakeholder contingency approach. The highly mechanistic learning structure, practices that encourage negative learning, lack of research focusing on internal concerns and emphasis on formal courses at the exclusion of learning at work are obstacles that stand in the way of transformation of universities in Kenya into learning organisations.

Key words: Organizational learning, learning organization, universities.