BENCHMARKING IN UNIVERSITY DEVELOPMENT TOWARDS A LEARNING ORGANISATION.

Background. Universities possess an inherent imperative of self-improvement derived from their mission and they act as a source, transfomier and propagator of learning and knowledge. Therefore incorporating a learning organisation concept in higher education institutions (HEIs) seems natural. Research amis. A lack of clear and explicit practical hints on how to incorporate the concept in to a university as identified as a cognitive gap in the literature. The key research aim of the paper was to analyse the concept of a learning organisation in the context of Is, present conditions facilitating implementation of the concept in Island indicate how systematic usage of benchmarking can help HEIs to become learning organisations. Method. In the paper an in-depth study and critical analysis of literature on learning organisation is the context of Is as performed. The a thor points to bencmarking as a tool enhancing the impact of the learning organisation concept. In the study a set of recommendations for HEIs enhaning at becoming a learning organisation was developed. Key Findings. In the paper the thesis that systematic usage of benchnarking helps a university to become a learning organisation was stated and supported. Benchmarking comprises interorganisational learning. It involves descriptive learning about competition and the environment of the organisation. Universities willing to become learning organisations should develop a climate of creativity add lateral thinking wich enhaces learning in the process of bechmarking. [ABSTRACT FROM AUTHOR]