الفهرس 
Effect of Organizational Learning on Performance of Non-Governmental Non-Profit Higher Education Organizations in Egyptt
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Abstract
This research measures the impact of organizational learning on the performance of non-profit
higher education organizations in the Egypt. Organizational learning supports continuity and
competitiveness in universities, and its importance was highlighted due to the significant increase in
competition in the higher education sector in Egypt, especially with the introduction of credit-hour
and international programs in public universities, in addition to the launch of new private
universities and branches of foreign universities in the new Administrative Capital. Moreover, the
Covid-19 pandemic has added many challenges in the higher education sector and, in turn, it has
also presented exceptional opportunities for dynamic universities.
The main problem in the research was that higher education sector might not benefit from the
current opportunities and challenges, as universities in general tend to maintain rigid systems, as
they see this as a reflection of their legacy and traditions, which may sometimes make universities
lose the opportunity to take advantage of new concepts introduced in organizational learning, such
as transformational learning, business intelligence systems, interorganizational learning,
organizational unlearning and participation in decision-making. All the current models neglect these
new concepts, but elaborate on the past static models. Recent research discussed the new concepts
in an abstract theoretical manner without attempting to include them in the current models.
Moreover, the key performance indicators used do not reflect the culture of higher education sector,
because they are based on terms such as average productivity, average cost per transaction and
profit which are all foreign concepts to higher education.
The research was based on a model introduced by researchers Marsick et al in 2004, which most
researchers have used so far, and it was chosen after reviewing the different models and studies.
The model includes seven dimensions: 1. creating continuous learning opportunities; 2. encouraging
dialogue and inquiry; 3. encouraging collaboration and team learning; 4. establishing systems to
capture and share learning; 5. empowering people towards a collective vision; 6. connecting
organization to environment; 7. providing strategic leadership for learning. The model presented in
2004 also introduced the Dimensions of the Learning Organizations Questionnaire (DLOQ) which
was also adopted by most studies in Organizational Learning