目的：本文的目的是要系統化地檢查並反省學習型組織概念四種不同面向／類型與高等教育機構（EHI）的關係，且同時從三種理想類型之利益關係人觀點來進行檢驗：管理的觀點、員工的觀點以及社會的觀點。設計／方法論／進路：本文針對73份過去和學習型組織觀念與高等教育機構關聯的相關文獻進行探討，並以系統的方式從不同利益關係人之觀點進行檢驗，亦即，立基在「多方利益關係人權變觀點」方法之上的檢驗。研究限制／意涵：「多方利益關係人權變觀點」可以有效地使用於學習型組織概念的脈絡化研究之中，亦可以用來脈絡化其他新穎的管理觀念。實際意涵：學習型組織概念不應該未經批判就被高等教育所接受，但也不應該未經批判就遭到拒絕。特別是，高等教育機構應該避免過於鬆散地採用此概念，相反地，它在採用學習型組織概念的「架構型學習」面向／類型時，應該保持適度。社會意涵：我們建議，社會的觀點具有優先性，因為高等教育機構主要是為社會而服務的。原創性／價值：一般來說，過去針對做為學習型組織之高等教育機構的研究文獻，大多是無法積累的、不具批判性的、不連貫／不一致的以及非系統化的，相較於此，本文從不同的、明顯的利益關係人觀點，系統地檢驗並反省學習型組織之各種定義的相關性。

Purpose – The purpose of this paper is to examine systematically and reflectively the relevance of four different aspects/types of the learning organization idea to higher educational institutions (HEIs), from three ideal-typical stakeholder perspectives: the managerial perspective, the employee perspective and the societal perspective. Design/methodology/approach – Literature review of 73 prior works on the relevance of the learning organization idea to HEIs, and a systematic examination from different stakeholder perspectives, i.e. an examination based on a “multi-stakeholder contingency approach.” Findings – The learning organization idea needs to be reformulated to some extent to become fully relevant to HEIs. Research limitations/implications – The “multi-stakeholder contingency approach” can be used advantageously in any contextualization study of the learning organization idea as well as in contextualizing any other fashionable management idea. Practical implications – The learning organization idea should not be adopted uncritically by HEIs, nor should it be uncritically rejected. In particular, HEIs should avoid becoming too organic and instead, be moderate when adopting the “learning structure” aspect/type of the learning organization idea. Social implications – It is recommended that the societal perspective be prioritized, in that HEIs are mainly for society. Originality/value – In contrast to the previous stock of literature on HEIs as learning organizations, which, generally speaking, is non-cumulative, uncritical, incongruent and unsystematic, this paper systematically and refl ectively examines the relevance of various defi nitions of the learning organization from diverse and explicit stakeholder perspectives.