Evaluating the Preparedness of Private Higher Education in Egypt to Transition towards Learning-Driven Organisations

Abstract

Private Higher Education Institutions (PrHEIs) in Egypt has experienced significant growth in recent decades. This study aims to evaluate the preparedness of PrHEIs in Egypt to transition towards becoming Learning-Driven Organisations LDOs. The transition to a learning-driven model is imperative for institutions striving to enhance educational quality and adapt to evolving demands in a dynamic educational landscape. The research employs a qualitative mono-method approach, using in-depth interviews with key stakeholders in Egypt's PrHEIs. The sampling for this study comprises 15 heads of PrHEIs in Egypt, selected through purposive sampling to ensure representation across diverse institutional sizes and educational focuses. The qualitative research assesses institutional preparedness across critical dimensions such as leadership commitment, faculty development, curriculum delivery, and technology integration. Through semi-structured interviews, insights are gathered regarding perceptions, challenges, and strategies related to transitioning into LDOs. Findings from this study contribute valuable insights into the current state of institutional preparedness and inform recommendations for enhancing readiness to foster a culture of continuous learning and innovation in PrHEIs in Egypt. The outcomes of this research have implications for educational policy, institutional leadership, and strategic planning in the context of educational transformation. Keywords: Organisational Learning, Leadership commitment, Faculty development, Curriculum delivery, Technology integration, and Student satisfaction, Private Higher Education, Egypt