Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members.
This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. A multiple regression model, the Pearson production‐moment correlation coefficient (r), means, and standard deviations were used as the main statistical techniques.
The findings of this study indicated that faculty members at QU practice three different levels of learning – i.e. individual learning, departmental learning, and university learning – separately or combined in a moderately high way. Further, the results clarified that faculty members at QU perceived themselves to have a moderately high level of career resilience. In terms of the relationship between career resilience and the three different levels of learning, the results of the Pearson production‐moment correlation coefficient (r) and the coefficient of determination, R2, statistically confirmed the positive, modest, and significant relationship between career resilience and the three levels of learning combined.
A hypothesized correlation between career resilience and organizational learning is affirmed. The results of this study confirm the feasibility of connecting two emerging frameworks, i.e. organizational learning and career resilience. Therefore, studying the organizational learning of faculty members is a device that can be used to predict the possibility of faculty members adopting the characteristics and values of a learning organization in their academic life individually or organizationally, while displaying minimal dysfunctional behavior through their career resilience.
