Education Journal


2016.第44卷第1期(Vol. 44 No. 1).pp. 51–77


A Study on Application of Cross-level and Ambidexterity Perspectives of Learning Theory to the Exploration of Optimal Learning Paths of College Students in Taiwan

何希慧、彭耀平(Shi-Huei HO & Yao-Ping PENG)





Based on learning theory, this study explored cross-level model between organizational learning and student learning to understand the relationship between students’ learning approaches and their outcomes. Previous literatures on organizational and/or student learning have emphasized that learning refers to constant process of capability construction in appropriately adapting, integrating and reconfiguring various knowledge and resources to match changing environments, in order to maintain superior organizational performance and/or learning outcomes. However, few studies adopted a cross-level perspective to explore effects of knowledge transfer between college-level organizational learning and individual-level student learning, and to provide meaningful directions and suggestions of constructions of organizational learning climate for institutional researchers or administrators. Therefore, this study aimed to analyze a sample of 584 professors and 2,342 students from 16 Taiwanese higher education institutions by hierarchical linear modeling, hierarchical regression, and structural equation modeling. Results showed that: (a) organizational learning could increase knowledge acquisition in explorative and exploitative learning; (b) the relationship between explorative learning, exploitative learning and student learning outcomes represented U-shaped curves; (c) ambidextrous learning was helpful to facilitate combination of explorative and exploitative learning activities and to enhance student learning outcomes; and (d) “exploitative → explorative → cognitive gains” and “exploitative → explorative → non-cognitive gains” have higher total path effects. Based on the results, specific directions and implications for higher education institutions and student learning as well as future research were suggested.

Keywords: higher education; organizational learning; student learning outcomes; dual learning