The effects of evaluation on organisational learning: a study of Taiwan's institute of technology libraries

Abstract

The research question of this thesis is what is the relationship between evaluation procedures and organisational learning in an academic library? The study investigates the nature of organisational learning within Taiwanese institute of technology academic libraries, and in particular the nature of the relationship between the formal institutional evaluation (IE) of those libraries by the Ministry of Education (MoE) and the organisational responses of the libraries. A process, phase of organisational learning (PPOL) model guided the delineation of research variables and the collection and analysis of data. The subjects of the research were 67 academic libraries and their staff. Phase I of the study consisted pf a questionnaire survey of 312 staff. The results of the survey formed the basis of Phase II of the study, the semi-structured interviews with 24 library personnel, together with an examination of relevant documents of the particular libraries involved. The refinement of the PPOL model is an indication that generally the direction and the use of IE, while recognised by management and employees, do not in most cases translate into higher levels of organisational learning and change. The findings of this thesis apply to the particular types of libraries studied, and to the concept of evaluation and organisational learning. Libraries are automatically to some extent involved in self-evaluation because they must prepare for IE, with some assistance from their institution. However, this does not imply that if various changes occur in the libraries there must be a strong correlation with the existence of high organisational learning. The external nature of the evaluation and the lengthy time periods between evaluations are two factors which make the learning response of libraries more difficult to determine. Ideally, an IE will assist the library on a path of continuous organisational adaptation, which involves structural, communication and climate changes. These changes reflect the ongoing organisational learning activities.