This research explores the antecedence of the lecturer’s organizational citizenship behavior (OCB) of the private higher education in Indonesia. This research used a quantitative approach with a survey method. The sample of this research is 190 lecturers selected by purposive sampling. The data were obtained by spreading questionnaires and analyzing with path analysis based on supporting descriptive statistics and correlation. The results of research confirm that learning organization, reward system, and organizational commitment had a significant direct effect on OCB, learning organization and reward system had a significant direct effect on organizational commitment, and learning organization and reward system had a significant indirect effect on OCB by mediating organizational commitment. A fit research model was found about the effect of learning organization and reward system on OCB by mediating organizational commitment. This model can be discussed as a reference by researchers and practitioners in developing models of OCB in the future.

Creating and maintaining a learning organization is a competitive advantage, which would be the result of valuable outcomes such as innovation, efficiency and the better convergence with environment. In addition, learning is the best way to preserve life, survival and growth of organizations in future. In this regard, this study examined the relationship between trust and learning organizations. This study had one main hypothesis and five sub-hypotheses. Research method was descriptive, and t-test and correlation tests were used to determine the relationships between variables. The statistical populations of this study were employees and faculty members of Payam Noor University in east Azerbaijan province, Iran. The results of this study show that there was a meaningful and positive relationship between trust in organization and learning organizations. Therefore, it is recommended that organizations dismantle the barriers of trust, be promoted the trust-builder interactive relationships; be improved and be promoted the mechanisms of interpersonal communications. The firms also have to develop competencies, empower and promote the spirit of cooperation. On the other hand, organizations must prioritize the fostering and promoting the strategic and interactive thinking of staff.

During the past few years, there has been increasing interest in identifying the strengths and weaknesses of learning organizations (LO) in universities. The theoretical basis of this study was based on a comprehensive and systematic approach to learning organization proposed by Michael Marquardt. The aim of this study was to evaluate the benefit of Islamic Azad University, Neyshabur branch as educational characteristics in terms of LO characteristics according to the science and technology dimensions. The study population included all faculty members of Islamic Azad University Neyshabur branch, 90 university professors were selected by simple random sampling, and they completed the questionnaires of the survey. The research instruments included a researcher-made questionnaire based on the Marquardt-reviewed literature and consultation with experts. The questionnaire included 50 items with a Likert scale of five degrees. Validity of the questionnaire was affirmed by calculating Cronbach & apos; s alpha coefficient. To test the hypothesis, paired t-student tests were used and the results indicated that the status of Islamic Azad University in terms of LO characteristics was significantly different from the desirable level.

Learning is of the most challenging issues in most organizations and lack it could create serious problems for business development. In this paper, we present an empirical study to investigate the relationship between organizational structure and learning characteristics in a case study of revenue agency located in province of Alborz, Iran. Organizational structure includes five components of complexity, concentration, authority, formality and flexibility. A learning organization also includes five components including conceptual model, team learning, common goals, systematic vision and individual capabilities. There are 400 employees for the case study of our proposed study and we choose 196 people as a sample number. The proposed study of this paper uses structural equation modeling to survey the data using LIREL and SPSS software packages. Based on the results of this survey, we have concluded that there are some meaningful relationships between three variables of formality, complexity and authority on one side and learning capability from the other side. However, our study did not find any meaningful relationship between concentration and flexibility with organizational learning capability.