Author, Institution: Robert Leščinskij, Kaunas University of Technology
Science area, field of science: Social Sciences, Education, S007
Scientific Supervisor: Prof. Dr. Palmira Jucevičienė (Kaunas University of Technology, Social Sciences, Education, S007).
Dissertation Defence Board of Education Science Field:
Prof. Dr. Brigita Janiūnaitė (Kaunas University of Technology, Social Sciences, Education, S007) – chairperson
Prof. Dr. Remigijus Bubnys (Šiauliai University, Social Sciences, Education, S007)
Prof. Dr. Liudvika Leišytė (Dortmund University, Germany, Social Sciences, Education, S007)
Prof. Dr. Romualdas Malinauskas (Lithuanian Sports University, Social Sciences, Education, S007)
Assoc. Prof. Dr. Gintarė Tautkevičienė (Kaunas University of Technology, Social Sciences, Education, S007)
The doctoral dissertation is available at the libraries of Kaunas University of Technology (Donelaičio 20, Kaunas), Šiauliai University (Vytauto 84, Šiauliai) and Lithuanian Sports University (Sporto 6, Kaunas).Kaunas).
The last few decades have witnessed a global shift in the social-economic context brought by technological and scientific progress that continue to transform traditional models of the global economy to what we call the knowledge-based economy. The knowledge-based economy has changed not only the way organizations operate but also prompted a dramatic shift in the very perception of what is considered to be a successful organization. Responding effectively to the rapidly changing environment means that organizations must adapt, i.e., be able to learn. Some scholars argue that an organization per se cannot learn but rather its people within the organization who learn. Knowledge-based companies employ individuals responsible for the creation and internal dissemination of knowledge. Thus, it would appear that companies willing to hire “knowledge managers” are more likely to be interested in developing such competence in their employees or potential employees, i.e. today’s students. This is a compelling reason why the university curricula must meet this challenge. Since knowledge-based organizations rely on their capability to process and, more importantly, create knowledge, they require employees to engage successfully in organizational learning (OL). However, there is still a lack of research into the possibilities to systematically develop the OL capability of university students through formal, non-formal, and informal learning. To date, no study has been conducted to determine the factors facilitating the development of the OL capability of the students both on and off campus. The current study aims to look at these factors from a systematic point of view, i.e. considering formal, non-formal, and informal learning.