This dissertation sets out to look at the potential advantages that organisational learning may have within the field of facilities management in Universities. Some of the problems that exist within University facilities management departments are identified. The paper examines the meaning and philosophy of organisational learning and investigates why this concept should be adopted and how this approach can potentially offer solutions to the problems. The paper goes on to suggest means of creating such a learning organisation, and gives some barriers that may exist in preventing this happening.

By use of case studies, the dissertation looks at the value and consequences of using organisational learning through the views of several key personnel within the institutions. The study was undertaken using a series of focussed interviews carried out at three Universities local to Birmingham, West Midlands. The Universities in the study are Aston University, University of Birmingham and University of Central England.

The concept is divided into two parts, and the meanings of organisation and learning are analysed in some detail. The paper will show why first impressions of the concept are vital in realising a positive view of organisational learning. The study found that a shared understanding of organisational learning is difficult due to there being no cohesive definition.

The paper suggests that an arrangement can exist where three influences within an organisation, namely facilities management, organisational learning and university management can evolve into one unified body. It is not the intention of this paper to provide prescriptive solutions to facilities management problems merely to suggest a way forward for organisations to meet their strategic objectives.