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Purpose: The purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university-industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer. Design/methodology/approach: To fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed. Findings: The third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors' recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university-industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations. Originality/value: The paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university-industry collaboration.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

Purpose: The aim of this paper is to explore how the involvement of workplace teams in experimenting with changes in their work practices through short, time-boxed, experiments (STBEs) can support organizational learning. It is explored how staffs' experiences with experimental practices give rise to shared knowledge and how this is supported by the design of the STBE-procedure. Also explored is how the STBEs support knowledge retainment. Design/methodology/approach: The study builds on the authors' participation in a research and development project across seven financial enterprises in Denmark. Qualitative material was developed as part of the experiments. Theoretically emphasizing experience, knowledge creation through dialogue and knowledge retention, the material was analyzed, focusing on participants' experiences and interactions, as well as on procedures. Findings: The STBEs occasioned direct experience with new work practices for managers and employees. Supported by the STBE-procedure, these experiences generated new knowledge individually, collectively and on an organizational level. The procedure also created routines that can underpin the retainment of the new practices and knowledge related to incorporating it in the organization. Research limitations/implications: The study implicates experience with changes in work practices to be understood as predominantly mindful in opposition to simple, even when the changes appear to be simple. Practical implications: The STBEs are applicable when working with organizational learning related to new work practices. Procedures supporting dialogue and mindful processes appear to be advantageous in relation to learning from experiments. Originality/value: Based on an original research and development project and unique qualitative material, the study adds to discussions on how to best conduct and learn from experiments in organizations.

Purpose: This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions. Design/methodology/approach: The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%. Findings: The authors unfold the authors' emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors' continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors. Research limitations/implications: This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution. Practical implications: High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors. Originality/value: To the best of the authors' knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors' inquiry into onboarding newcomers to high-stress social work.

Purpose: This study aims to answer pertinent questions related to the quality of the organisational learning capability measurement model. Design/methodology/approach: A time-separated design informed data collection. The organisational learning capability was exposed to classical higher-order and bifactor confirmatory factor analyses. Multigroup confirmatory factor analysis facilitated measurement invariance testing. This study assessed the predictive validity of the organisational learning capability subscales using hierarchical regression analysis. Findings: This study replicated the second-order organisational learning capability model with four subscales. Bifactor modelling confirmed the multidimensionality of the organisational learning capability. The organisational learning capability was invariant between gender groups. The organisational learning capability subscales accounted for a significant variance in innovative work behaviour. Practical implications: The organisational learning capability exhibits robust properties, making it a plausible option for monitoring the quality of organisational learning. Organisations must appreciate the quality of this dynamic capability and leverage it to generate new sources of value. Originality/value: This study fills a critical gap in organisational learning-related capabilities in sub-Saharan African contexts, providing a base to influence innovation-related trajectories positively.

Purpose: 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. Design/methodology/approach: 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. Findings: 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. Originality/value: 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.

Purpose: The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry. Design/methodology/approach: This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics. Findings: This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries' contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided. Originality/value: The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.

Purpose: This study explores the organisational dynamics in a change process across work units in a Swedish municipality. The purpose of this study is to understand how and why co-creation unfolds during efforts to bring different units into one united work unit. Design/methodology/approach: A qualitative longitudinal study was designed using data triangulation for eight months, comprising written reflection texts, meeting protocols and interviews. This study is based on a back-and-forth inductive and abductive grounded theory analysis. Findings: The main results of this study indicate that there was friction in the co-creation process between units, between the members of the change group and supervisors, as well as friction within the change group. Further, the results indicate that communications, relations, supervisor support and governing strategies clashed with work routines and methods, work cultures, roles and responsibilities and that the units had differing views of the needs of the intended target group. This thereby challenged the propensity for change which, in turn, may have limited developmental learning at a workplace and organisational level. Originality/value: Working across units to find common and new paths and work methods for labour market inclusion proved to be challenging because of contextual circumstances. Crossing and merging organisational boundaries through co-creation processes was demanding because of new expectations from the organisation, as it shifted towards trust-based governance in conjunction with working during a pandemic when social interactions were restricted to digital communication channels.

Purpose: The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach: Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings: Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications: Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals' autonomy and decisions, which consequently impact on employees' practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications: Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals' voices and objectives in forming communities. Originality/value: This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

Purpose: The purpose of this paper is to present and discuss two different learning approaches to lean through a sensemaking lens. Design/methodology/approach: This is comparative case study within one organisation, and a qualitative analysis of interview data, participative observations and documents. Findings: Although this study found that both practices promoted lean thinking in the organisation, the "calculating lean approach" has an approach oriented towards one profession, namely, medical doctors, whereas "doing lean" has a more multi-professional-oriented approach. Originality/value: This research enriches the literature on workplace learning in relation to lean, seen from a practice-based perspective. The authors argue that "The calculating lean approach" and its use of data presentations is best suited to persuade the powerful doctors to join, when working with small improvements. "The doing lean approach," on the contrary, is more suited to promote more comprehensive changes from the bottom up that require a deeper understanding of lean among all the professions involved.

Purpose: Extant literature tends to consider knowledge boundaries as a necessary property of interdisciplinary work. Knowledge boundaries are, thus, reified and treated as something to be traversed, transcended or otherwise negotiated. There is, however, very little work that closely examines the process of emergence of boundaries. The purpose of this paper is to critically consider the emergence, stabilization and dissolution of knowledge boundaries among experts during the design stage of a building project to understand whether knowledge boundaries are as delineated and predictable as the literature makes them out to be. Design/methodology/approach: A process-based, ethnographic study of a construction project is used. Building on a large data set collected over 13 months of research, this paper closely examines collaborative work around one specific issue during design development work that tripped up collaboration of the multidisciplinary and inter-organizational design team. Findings: Knowledge boundaries do not exist based on differences of substance among groups (e.g. being an engineer vs being an architect) but rather that they are a function of divergent constellations of interests, work tools and practical concerns. While holding binding powers, they evolve in the face of alignments and misalignments, agreements and conflicts. As interests shift, concerns unfold and tools are dropped or used; boundaries emerge or dissolve. Originality/value: A processual view of knowledge boundaries is advanced by demonstrating how they evolve in face of convergent (or divergent) work tools, practical concerns and interests. Existing research tends to equate knowledge boundaries with occupational/professional differences directly, but this paper demonstrates that work across expertise domains does not generate boundaries by itself. Resulting theoretical contributions are twofold: first, the current understanding of knowledge boundaries is refined by explaining how and why they emerge and dissolve across and within specialist knowledge domains, and second, the role of power and politics in this process is empirically foregrounded, highlighting how constellations of interests can lead to dynamic alliances or divisions.

Purpose: The study refers to a health-care organization engaged in adopting "home health care" as a new object of activity. This study aims to explore how the reconfiguration of the object influences the transformative perspective, affecting not just a service but a broader approach and meaning behind patient care. It also investigates the main contradictions at play and the levers to support inter-organizational learning while facing the new challenges and change processes. Design/methodology/approach: The work is based on a qualitative and ethnographic methodology directed to examine cultural, practical and socio-material aspects. The activity theory is assumed as a powerful approach to understand collective learning and distributed agency processes. Findings: The renewal of the new object of work is analyzed as a trigger for shifts in representations, cultural processes and collective support implemented by the organization. Three agentic trajectories -- technical, dialogical and collaborative agency -- were cultivated by the management to deliver home health care through joint exercises of coordination and control, dialogical spaces and collaborative process. Research limitations/implications: The data collection was disrupted by the pandemic. A follow-up study would be beneficial to inquire how the learning processes shifted or were influenced by the contextual changes. Practical implications: This contribution provides a practical framework for health-care organizations aiming to navigate and explore the physiological tensions and contradictions emerging when the object of work is changed. Originality/value: The paper develops the field of intra- and inter-organizational learning by presenting an intertwined and structural connection between these processes and the renewing of the object of work. It advises that processes of transformation must be handled with attention to the critical and collective dynamics that accompany sustainable and situated changes.

Purpose: The purpose of this paper is to better understand the "black box" of how coaching is enacted and how it unfolds in practice. Indeed, some of the mixed results concerning the efficacy of executive coaching appear anchored to the confusion and surrounding ambiguity of the episodic and processual nature of coaching. In this conceptual paper, the authors turn to the power of metaphor to explore how executive coaches, either consciously or subconsciously, approach and enact their role. Design/methodology/approach: This paper is a conceptual or theory paper with a heavy practitioner focus. The authors did augment and enhance their assertions with semi-structured interviews of coaches, a therapist, a pastor and physical trainers. Institutional review board approval was granted. Findings: The authors identify two core metaphors that enjoy some dominance in how executive coaches make sense of their role and duties--coach-as-pastor and coach-as-therapist. Considering some of the limitations of the existing metaphors, the authors offer an alternative metaphor, coach-as-physical trainer, that may offer a more compelling, comprehensive and accurate portrayal of the executive coach. Practical implications: The metaphors that coaches embrace, inarguably, impact how they perceive and enact their role. For these reasons, the authors suggest that expanding the domain of possible metaphors serves both the study and practice of executive coaching. The authors offer a new, alternative, metaphor that may change how coaches think about and execute their role. Originality/value: The authors challenge two widely accepted metaphors that are often used in how coaches approach and enact their roles. They provocatively dissect these metaphors to expose limitations and inaccuracies. Given these limitations, the authors offer a new metaphor in which to view the study and practice of coaching.

Purpose: The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management's objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical. Design/methodology/approach: The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken. Findings: The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation. Research limitations/implications: The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts. Practical implications: This study highlights how participative approaches and managerial sensitivity to employees' needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning. Originality/value: The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.

Purpose: There is limited research in Pakistan that describes how organizational learning, which is not contingent on funding, can be used to improve the quality of education in developing countries. This study addresses this gap in the literature with a study that examines the perceptions of educators at medium-cost schools in Karachi, Pakistan. Design/methodology/approach: As part of a larger mixed-method QUAN-qual study, this study used an instrument based on Watkins and Marsick's Dimensions of the Learning Organization, to collect survey data from 21 head teachers/coordinators, 653 teachers at 32 urban schools. This paper presents an analysis of survey data and findings related to two research questions. This paper used exploratory factor analysis and simultaneous regression analysis to test four hypotheses. Findings: The findings suggest that of the four levels of learning, global and school level learning predict knowledge performance at medium-cost urban schools in Karachi, Pakistan. Practical implications: The paper includes implications for both school leaders and the education leadership faculty who prepare them to play a vital role in schools. Originality/value: The paper adds to a limited body of literature that describes how organizational learning can be used to improve the quality of education in developing countries such as Pakistan.

Purpose: This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures. Design/methodology/approach: The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced. Findings: The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress. Research limitations/implications: The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting. Practical implications: The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences. Social implications: Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions. Originality/value: The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

Purpose: The purpose of this study is to focus on the informal learning (IL) processes of teachers in primary and secondary schools in Spain. Its objective is to study the strategies currently used by teachers to generate IL, identifying the factors that condition such learning and the changes that must be introduced to enhance it. Design/methodology/approach: The methodology is qualitative, with information from interviews with school principals (n = 21) and teachers (n = 60) from 22 primary and secondary schools in Spain and from 3 discussion groups with experts (n = 17). The topics used refer to strategies to generate and promote IL and its conditioning factors. Findings: The findings suggest that, regardless of the stage (primary/secondary) and ownership of the centre (state/private), the teaching staff use IL strategies that, beyond individual actions, involve meeting, sharing and reflecting with other teachers. The challenge is that IL facilitates both professional development and the development and improvement of the organizations. School principals play a central role in achieving this relationship and promoting the institutionalization of changes and educational administration in facilitating the right conditions for their development and recognition. Research limitations/implications: Given that the participation of schools in the research was voluntary, as was that of the teachers who agreed to be interviewed, some bias may exist. To refine the analyses it would also have been interesting to contrast with the people interviewed some of the assessments which appeared in the focus groups. Finally, future work might focus on analysing in greater detail the effect of different management styles on IL. Practical implications: The results presented point to the need for decisive support from school leadership teams for collaborative work processes and joint reflection, which are one of the basic conditions for facilitating IL and, at the same time, for encouraging organizational learning. Furthermore, in the Spanish context, there is the challenge of combining the participation of teachers in formal training actions with the recognition of IL generated in the development of daily professional activity. Originality/value: The data provided complements and reaffirms the findings of research carried out in other types of organizations, at the same time highlighting the importance of horizontal relationships among education professionals and the difficulty of creating a solid foundation for organizational changes. Improvements are, on the other hand, highly conditioned by the role adopted by school principals.

Purpose: Learning from incidents (LFI) is an organisational process that high-risk industries use following an accident or near-miss to prevent similar events. Literature on the topic has presented a fragmented conceptualisation of learning in this context. This paper aims to present a holistic taxonomy of the different aspects of LFI from the perspective of front-line staff. Design/methodology/approach: The 3-P model of workplace learning was used to guide a thematic analysis of interview data from 45 participants, exploring learner factors, learning context, learning processes and learning products. Findings: The analysis was used to create a taxonomy of 21 aspects of learning, grouped into themes using the 3-P model of workplace learning. Many of the aspects of learning reflected previous literature, such as the importance of open communication. The analysis additionally demonstrated the interconnected nature of organisational and individual level learning, as well as how formal resources are needed to support informal learning in this context. Originality/value: This study presents a holistic taxonomy of LFI from the perspective of front-line staff, addressing a known challenge of LFI literature being fragmented. Additionally, it provides examples of how aspects of organisational learning would influence individual-level learning and vice versa, adding to the relatively sparse number of studies that have explored this aspect. Finally, the paper highlights how informal learning in contexts where workers continually need to make sense of unseen hazards depends on formal learning activities and resources.

Purpose: This study aims to analyze the "Journal of Workplace Learning" (JWL), focusing on articles between 1997 and 2020. Specifically, this study will examine articles in JWL, themes in JWL and the influence of JWL. Design/methodology/approach: This study adopts bibliometric analysis methods, with indicators such as total articles, total citations, citation per article, "h"-index, Citescore, citation per year and considers different dimensions, including the leading articles, the most productive and influential authors, universities and countries, top keywords and keywords concurrence clusters and top journals, universities and countries that cite JWL. Findings: JWL is an international journal with growing influence over workplace learning research. JWL's leading articles focused on learning activities and learning environments, with single-authored and multi-authored articles evenly distributed. Dealtry and Billett are among the most productive and influential authors, and universities from Europe, Australia and North America dominate in JWL. Persistent topics and new topics that emerged in recent years in JWL are identified. JWL's influence is well-evidenced by citations from over six continents. Originality/value: This study represents the earliest attempt to study workplace learning using bibliometric analysis. It serves as a baseline for future bibliometric studies on workplace learning and guides authors in identifying research directions through the shift in keywords. It offers objective information about JWL, thus providing a reference for authors who are considering JWL as a potential publication outlet.

Purpose: This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach: This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work-life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings: This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work-life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications: The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value: This study observed that Senge's approach to organizational learning focuses heavily on the individual's processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

Purpose: The main purpose of this paper is to construct a conceptual model that addresses one of the most urgent matters for contemporary organizations, which is how organizations are to learn and integrate sustainability in its' working processes. The guiding research question reverberates around how organizational learning (OL) and corporate entrepreneurship (CE) can promote and facilitate sustainability practices in organizations. Design/methodology/approach: This paper uses knowledge from OL and CE theories representing tools to think with for an exploration of how to actualize sustainability practices in organizations. Findings: This paper construes and presents a four-phase multilevel conceptual model for the analysis and creation of sustainability practices using insights from OL and CE. OL contributes with vital parts for creating sustainability practices in organizations delineated by continuous feedback and feedforward loops on individual, group, organizational and societal levels. CE prompts essential process and concrete working elements accentuating the importance of acquiring sustainability in all phases of the change process. Research limitations/implications: The outlined conceptual model is general and need to address the deeper complexities and context dependencies of sustainable practice in organizations in a more elaborate form. Thus, the proposed model calls for empirical scrutiny and further theoretical development. Originality/value: Derived from two interrelated fields of research, this paper contributes with a novel model addressing how sustainability practices can be conceptualized and facilitated in organizations. By using OL theory in combination with CE studies, the proposed model seeks to capture key elements to guide new understandings of and transitions to sustainable practices in organizations.

Purpose: The purpose of this study is to investigate the relationship between organizational learning (OL) and business sustainability (BS) and to carry out its empirical examination. Design/methodology/approach: Extensive literature research was carried out. Then, an empirical study was conducted in 694 Polish and Danish companies. Two phenomena related to OL were adopted: OL processes and organizational learning capability (OLC). BS was examined through the concept of sustainable performance (SP). Research models were tested using structural equation modeling. Findings: The empirical studies have shown a positive, statistically significant relationship between OL and BS. The research supports the view that the intensification of the OL processes is substantial for BS, whereas the OLC concept is less relevant to the development of BS. The effect of OL on total SP was stronger than on any SP dimension. OL supports the synergies of the results obtained by the organization for the benefit of BS. Research limitations/implications: The model verification is based on the samples from two countries, and, therefore, the hypothesis requires further verification in different business contexts. In addition, there are different factors influencing BS, which have not been included in the research and should be analyzed in the future. Originality/value: An in-depth, critical literature analysis shows that the theoretical foundation of the role of OL in shaping BS is fragmented and poorly empirically verified. The value of this paper is the presentation of large-scale empirical studies comparing the relationship between BS and two phenomena: OLC and the OL processes. The results obtained in the course of the research open up new research directions with respect to both the relationship between OL and BS as well as between OL and organizational performance.

Purpose: The purpose of this paper is to analyze how changes toward sustainable consumption of electric energy are learned in the workplace, the paper uses a practice-based approach to organizational learning. This paper focuses on the workplace as a rich environment where social learning is not limited to individuals but is also rooted in the community of practitioners at an organizational level. Design/methodology/approach: This paper used participative action research through interviews, two focus groups and observations. Departing from the interventions, this paper identified the elements of the practice of energy consumption. This paper further altered elements to intentionally promote the reconfiguration of such practice toward sustainable patterns among the working group. Findings: The results show that the goal of promoting sustainability through changes in the individual and collective actions and understandings may be achieved through sharing knowledge and keeping knowledge alive within the practices of a community; embedding knowledge in material practices and innovating as an ongoing process. During the research, this paper observed that employees became more aware of sustainable consumption and such self-consciousness prompted behavioral changes in the workplace. Likewise, the new material arrangements adopted in the work environment nudged sustainable energy consumption, which required lower levels of awareness. Originality/value: This paper contributes to sustainability studies by providing more information on how the learning of sustainable energy consumption happens in the level of social practices. It also contributes to workplace studies by showing that changes in materials, meanings and competences interwove with new dynamics to reshape the practice, foreshadowing more lasting changes toward sustainability.

Purpose: This study aims at investigating the impact of some selected organizational and cultural factors on organizational learning (OL). It also attempts to study the moderating role of management support on the influential relationship between these organizational and cultural factors and OL within the context of Jordanian mining sector (JMS). Design/methodology/approach: A descriptive-analytical approach is applied to collect and analyze the data. A survey questionnaire is used as a primary data collection instrument. The study sample includes 400 participants from the seven selected manufacturing companies within the context of JMS. Smart PLS 3 and IBM SPSS version 25 were applied to answer the study questions and to test the hypotheses. Findings: Organization strategy has a statistical significant impact on OL. Moreover, cultural factors (innovation; teamwork; knowledge sharing) have a significant impact on OL. The results of the moderating variable revealed that the level of management support is not moderating the relationship between organizational factors and OL. Nonetheless, it is revealed that management support is moderating the relationship between organizational culture and OL. Practical implications: It seems that a continuous management support is an important facilitating feature to motivate a learning culture. Cultural attributes, including innovation, teamwork and knowledge sharing must be taken into consideration as facilitating factors to encourage OL. Gradual changes must be introduced to create innovative, teamwork and knowledge-sharing culture. Additionally, a specific strategic goal should be part of the organizational corporate strategy and action plans must be developed to achieve this goal in a systematic manner. Originality/value: The inclusion of management support as a moderating factor could add an original contribution to the current body of knowledge concerning OL. Moreover, this study argues that the core concept of learning might be there but a systematic process of learning and the contextual factors influencing this concept still need more concern.

Purpose: The purpose of this study was to explore what agile learning strategies businesses need to develop agile core competencies to respond to the uncertainty of the rapidly changing business environment and sustain their competitive advantage. Technology advances and unexpected crises have created an ever-changing environment in which traditional static corporate training methods have failed to continuously provide employees with the ability to listen to and interpret the rapid changes and respond accordingly. Design/methodology/approach: This qualitative exploratory multi-case study was useful to explore what agile learning strategies businesses need to develop agile core competencies to sustain their competitive advantage. Snowball sampling enabled the discovery of 15 participants who represented 10 different industries. Participants represented both management and non-management roles. Data were collected from multiple sources such as interviews, observations, researcher notes and document reviews. A thematic analysis model was used to analyze the collected data. Findings: The findings substantiated that organizations are operating in a fast-changing environment where agile learning strategies are vital to surviving. The data also showed that agile learning strategies must include individual learning paths to continuously develop employees' agile skills to build their organizations' agile core competencies. Originality/value: This study underlined the importance of adopting agile learning strategies to help employees listen and accurately interpret their organizations' external environments to enable quick responses to changes. Without agile learning strategies, organizational agile core competencies and competitive advantage will progressively decline.

Purpose: The purpose of this study is to examine a unique application of mega-events theory in a US health-care organization. The organization hosted 50 virtual listening calls (LCs) in the summer of 2020 to understand and to hear their employees' voices regarding their emotions about issues of racial injustice and to solicit their ideas for creating a more inclusive workplace. Design/methodology/approach: This study used an illustrative, descriptive qualitative design. Using Saldaña's (2015) structural coding approach, data from 388 employees who voluntarily participated in 50 virtual LCs were analyzed. Findings: A total of eight themes with respective subthemes emerged regarding employees' range of emotions and six themes emerged regarding employees' specific suggestions for creating a more diverse and inclusive organization. This research suggests that hosting these open, virtual LCs enabled a space for employees to authentically voice their perspectives, learn from each other and afforded a powerful learning opportunity for organizational leaders to inform their diversity and inclusion practices. Originality/value: This study represents a unique application of mega-events theory, focuses on pivotal events in the summer of 2020 that have been nationally and globally impactful and demonstrates the power of listening and learning to inform taking action in a health-care organization already constrained with the ongoing COVID-19 pandemic.

Purpose: The primary purpose of this study is to examine the effect of organizational culture (OC), that is, group, developmental, hierarchical and rational culture on organizational learning (OL) of employees in electricity distribution companies of Isfahan province. Further, the role of the high-performance work system (HPWS) as a mediator between OC and OL has also been explored. Design/methodology/approach: Questionnaire survey method has been used for data collection, and data analysis was completed through a two-stage partial least squares structural equation modeling technique. At the first stage, the measurement model was examined for construct validity and reliability, whereas at the second stage, the structural model and by implication the research hypotheses were tested. Findings: Results indicate that OC positively affects OL. Further, HPWS act as a mediating variable between OC and OL. Originality/value: The findings contribute to the existing literature by demonstrating the mediating role of HPWS in the relationship between OC and learning.