Abstract
The Higher Education Center in third-world countries is in charge of training competent manpower as well as science production, thereby widely affecting the society's cultural, political, and social affairs. Therefore, to survive and adapt to the environment, higher education needs personnel who function in accordance with today's evolving world. One of the ways to adapt is to shift to the form of learning organization. This study reports on a descriptive field study conducted on 499 university staff (208 from Shiraz University and 291 from Shiraz University of Medical Sciences). Data were collected using Sanga's learning-organization questionnaire. Face and content validities were determined using the academic staff's viewpoints, and reliability was proved to be 97%. According to the staff working in the 2 universities, the null hypothesis of the equality of the universities as to learning-organization indicators was rejected (0.05) because the significance level was less than 0.001. Therefore, there was a significant difference between these 2 universities in the aforementioned dimensions. The mean and total scores of the 5 indicators of the learning organization were higher for Shiraz University personnel as compared with those working in Shiraz University of Medical Sciences. Considering the important role of universities, it is necessary to take measures to promote learning-organization indicators to an ideal level, thereby contributing to our country's success and advancement.