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The purpose of this study is to examine the mediation role of intentional organizational forgetting in the relationship between organizational learning and innovation management according to faculty members’ opinions.

Research was designed as a relational survey model. The population of the study consisted of faculty members who work at X University, Y University and Z University during 2019–2020 academic year. The sample consisted of 524 faculty members who were selected by using stratified sample technique from the population. Data of the study was collected with organizational learning scale, organizational forgetting scale and innovation management scale. In the analysis of the research data, descriptive statistics, correlation analysis, structural equation modeling and bootstrapping method were applied.

According to the results of the study, it was found statistically meaningful and positive relationships between organizational learning, innovation management and intentional forgetting in higher education institutions with respect to faculty members’ opinions. Moreover, according to the results of structural equation modeling, it was found that intentional forgetting had a partial mediating effect in the relationship between organizational learning and innovation management. Finally, according to the results of bootstrapping analysis, indirect effects were found to be significant.

Based on research results, it may be recommended for practitioners that higher education institutions implement both organizational learning processes and intentional forgetting processes effectively at the same time to become a more innovative organization.