Building Learning Organizations in Chinese Universities: Strategies for Faculty Collaboration and Innovation

Abstract

The global higher education landscape increasingly demands that universities function as agile learning organizations, an imperative particularly salient for Chinese universities amidst rapid growth and ambitious internationalization goals. While China's higher education system has achieved significant development, a comprehensive understanding of how learning organization principles specifically foster faculty collaboration and innovation within its unique socio-cultural and institutional context remains underexplored. This quantitative study addresses this critical gap by employing a descriptive and correlational survey design. It investigates the perceived characteristics of learning organizations, current levels of faculty collaboration, and engagement in innovation among a diverse sample of full-time faculty in Chinese public universities. Hypothetical findings suggest that core learning organization dimensions, particularly team learning, inquiry and dialogue, and continuous learning opportunities, alongside crucial enabling factors such as supportive leadership, an open organizational culture, and psychological safety, significantly and positively predict both faculty collaboration and innovation. These results underscore the critical importance of cultivating an institutional environment that actively encourages collective learning, open communication, and intellectual risk-taking among academic staff. The study proposes actionable strategies for Chinese university leaders and policymakers to enhance collaborative practices and foster a vibrant culture of innovation, thereby contributing to the strategic development of Chinese higher education and offering valuable theoretical and practical insights for similar contexts globally.