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Purpose: Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning. Design/methodology/approach: This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning. Findings: Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning. Originality/value: This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.

Purpose: This paper aims to study the antecedents and consequences of learning organizations (LOs) in Indian higher educational institutes. Design/methodology/approach: The methodology used is survey-based. Primary data were collected from 300 faculty members of Indian higher educational institutes. Findings: It was found that all the variables, i.e. resonant leadership (RL), knowledge management, intrapreneurship and total quality managt1ent, have a significant moderate impact on LO. It has also been found that LO results in strong employer branding. Research limitations/implications: Discussions are performed and conclusions are drawn in the context of existing literature. The study bears implications for researchers to take on similar research in other contexts. Practical implications: The study bears significant implications for faculty members working in higher educational institutes. It is suggested that RL should be used to contribute toward LOs in institutions. Moreover, this would make the institute emerge as a strong employer brand. Originality/value: This paper identifies significant antecedents and consequences of LOs. It is a pioneering effort to use all these variables together as predictors of LO in Indian context.