Organizational learning and organizational citizenship behavior in higher education: a PLS-SEM model with gender moderation

Abstract

Introduction: Organizational learning can foster voluntary behaviors that extend beyond formal job responsibilities and contribute to collective performance in higher education institutions. Objective: To analyze the relationship between organizational learning dimensions and organizational citizenship behavior and to assess the moderating effect of gender. Methods: A quantitative, non-experimental, cross-sectional, explanatory-correlational study was conducted with 246 faculty and administrative staff members from an Ecuadorian university, selected through non-probability convenience sampling. Data were collected through online questionnaires and analyzed using PLS-SEM. Results: The model explained 62.0% of the variance in organizational citizenship behavior (R² = 0.620). Strategic leadership showed the strongest association (β = 0.638; p < 0.05), followed by team learning (β = 0.227; p < 0.05) and connection with the environment (β = 0.165; p < 0.05). Inquiry and dialogue, learning systems, learning opportunities, and collective vision were not statistically significant. Gender did not show a significant moderating effect. Conclusions: The relationship between organizational learning and organizational citizenship behavior was selective across dimensions, with strategic leadership, team learning, and connection with the environment showing the most relevant associations.