Learning organizations in higher education: An empirical evaluation within an international context
在高等教育国际背景下提出并检验了一个学习型组织框架，基于英国和越南687名员工的样本，发现个人掌握、心智模式、团队学习、共同愿景和系统思考在组织文化等前因与组织承诺等结果之间起部分中介作用，且集体主义文化下的员工更倾向于成为学习型组织。
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.