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This study explored the key elements in applying learning organisation concepts in changing environments of uncertainty and discontinuity in the Zimbabwe Open University. Drawing on the interp retive paradigm and grounded theory, an open-ended questionnaire generated data from a convenient sample of 20 lecturers and 120 students. Findings suggest that ODL institutions are pivotal for effective collaborative engagement to meet institutional goals. Thus, they need to apply organisational learningdoi:10.1080/09718923.2013.11893170 fatcat:d2r2dk7ozremlod6iw7dbykgbu