Faculty’s Self-Leadership and Organizational Identification in Promoting Universities as Learning Organizations
The area of learning organization has significantly drawn the attention of research scholars in the last two decades. The present paper conceptually examines the role of two critical factors (Self-Leadership and Organizational identification) that are expected to promote learning in Universities. Universities are supposed to be knowledge intensive institutions which in present scenario are falling short of meeting this requirement. Faculties working in the universities and its affiliated colleges are the frontline knowledge banks and their role can’t be ignored. They are the key players in learning and delivering knowledge to the students. To lead the students from the front, faculties are expected to cultivate the quality of Self-Leadership. This quality of self-leadership is often triggered by a socializing variable (construct), which is known as Organizational Identification. Thus the present conceptual paper brings forth the role of Self-Leadership and Organizational identification of faculty members in making universities as Learning Organizations. Success of the universities in reaching out to the students depend on the Organizational Identification of the faculty and their Self-Leadership traits. Hence universities are expected to be Learning Organizations in order to remain viable, containing the progress, maintaining the synergy of learning among the faculty and students.
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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
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