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Purpose: The purpose of this paper is to explore the extent to which the concept of learning organization can support the embedding of responsible innovation (RI) in organizations. Design/methodology/approach: Based on literature in the fields of corporate social responsibility, learning organizations and quadruple helix collaborations, the authors constructed the responsible learning organization (RLO) framework for RI. With the framework, the authors want to show that the RLO can enable RI within organizations. Findings: Based on this framework, the distinction is made between, on the one hand, the learning processes inside the organization, which resemble reflexivity, and, on the other hand, the learning processes that take place with stakeholders outside the organization, which resemble the other three core processes of RI: anticipation, inclusion and responsiveness. Based on these insights, the authors argue that if an organization wants to do good on innovation, which is seen as the core of RI, organization's core values should guide that. Practical implications: Organizational core values should be developed by means of learning inside the organization. Therefore, the process of reflexivity should be stressed more, and employees should be empowered to take part in developing these values, which in return can guide the organization as a compass through all the uncertainty it will encounter during the learning outside the organization when interacting with stakeholders. Originality/value: The RLO framework for RI shows what learning processes organizations should facilitate first and what content should be at stake during these learning processes to embed RI. Furthermore, the framework puts emphasis on reflexivity as a condition for responsiveness, inclusion and anticipation.

Purpose: This paper aims to further our understanding of policy-practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy-practice gaps in terms of what they label the "dual challenge of organizational learning," i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy--practice gaps in organizations. Design/methodology/approach: This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings. Findings: In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy-practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations. Research limitations/implications: Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed. Originality/value: This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.

Purpose: This study aimed to examine the impact of learning organization (LO) on job satisfaction and individual performance in Vietnamese enterprises. The study further explores the mediating effect of job satisfaction on the relationship between learning organization and employee performance. Design/methodology/approach: Data were collected from 653 employees from various types of organizations in Vietnam. Structural equation modeling was implemented to test the hypotheses. Findings: The results revealed that the proposed research model was supported. Results indicated that LOs positively influenced employees' job satisfaction and the broader range of their individual performance. In addition, employees' job satisfaction motivated them to achieve higher performance levels. The study also found a mediating effect of job satisfaction on the relationship between LO and employee performance. The results underscore the importance of implementing an LO culture for individual outcomes such as job satisfaction and employee performance in the Vietnamese cultural context, which is based on socialism and Confucianism. Originality/value: To the best of the authors' knowledge, this is the first study to examine the relationships among LO, job satisfaction and individual employee performance in the Vietnamese context. The results offer a deeper understanding of the LO concept in the Vietnamese cultural context and highlight the cultural impact on the LO concept and its effects. The results suggest how the LO concept is applied in the Vietnamese context.

Purpose: Technological advancements and global societal changes reshapes manufacturing industry emphasizing needs for competence development of industrial professionals. The purpose of this paper is to study how organizational learning supports the development of academic structures, creating agile and sustainable formal educational models meeting novel competence needs. Design/methodology/approach: The qualitative case study, part of a longitudinal research study, focuses on internal academic processes supporting a new formal educational model. Qualitative data was collected through five focus groups, incorporating 32 informants from different HEI function categories. Findings: Changing traditional academic structures requires joint engagement between all HEI functions, emphasizing organizational learning with subprocesses of searching, creating, sustaining and exchanging knowledge in a learning loop. Results show a consensus among the different HEI functions regarding the value of the HEI's coproduction with society; however, bureaucracy and academic structure hinder flexibility. Cross-functional teams building a "chain-of-trust" throughout the HEI coupled with full management support show opportunities to progress into a learning organization. Practical implications: Organizational learning within HEIs requires trustful and open communication, multifunction knowledge exchange, holistic views of processes and system thinking, achieved through cross-functional teams and continuous improvement through learning loops. Social implications: Industry-academic collaboration on formal education for lifelong learning needs to become both agile and resilience to meet technological advancement and sustainability. Originality/value: Novel technology, digitalization and sustainability gain ground and require that society and organizations, including academia, change and learn. This means that academia is meeting new challenges and needs to develop internal processes.

Purpose: This study aims to explore whether participation in employer-provided skills and learning programs can strengthen older workers' abilities to carry out their work in a meaningful way so that it increases work attractiveness and a willingness to remain in the current job position. Design/methodology/approach: A survey was distributed to assistance nurses, nurses and teachers, aged 55 years and older in a Swedish City (n = 1,342), analyzed descriptively and with structural equation modeling. Findings: This paper showed positive relationships between active participation in organizational learning programs (OLPs) and autonomy, relatedness, competence and also attractive work. Associations are observed between participation in learning programs, e.g. mentorship, through the strengthened basic needs at work with work attractiveness and lower intention to leave, but not prolonged retirement preference. Research limitations/implications: The cross-sectional quantitative design restricts drawing causal conclusions about associations. Practical implications: OLPs at work may be seen as potential measures to strengthen work conditions, fulfilling basic psychological needs at work and increase work attractiveness in strained welfare sectors. Social implications: There are some welfare sectors that -- more than others -- are strained by challenges to maintain, sustain and develop quality, knowledge and staff due to poor economic and social resources with regard to sustainability, e.g. in the educational and caring sectors. Strengthening organizational measures is needed to support sustainable development. Originality/value: This study applies advanced statistical methods, in a large empirical sample, and shows the importance of skills and learning programs for job attractiveness among older workers in female-dominated, strained welfare sectors.

Purpose: The paper aims to investigate the importance of leadership -- distributed leadership (DL) -- for the relationship between organizational learning (OL) and business sustainability (BS). Design/methodology/approach: Extensive literature research was carried out to investigate the relationship among leadership, OL and BS. Two theoretical frameworks of the relationship among DL, OL and BS were formulated and tested on the basis of the empirical studies conducted in 694 Polish and Danish companies. The moderated multiple regression and mediation analysis were used. Findings: In-depth, critical literature analysis has shown that the theoretical foundation of the relationship between leadership and BS is limited and not empirically verified. However, the empirical study has revealed a positive, statistically significant effect of DL on both OL and BS and the mediating role of OL on the relationship between DL and BS (a partial and complimentary mediation). Research limitations/implications: It would be valuable to simultaneously consider other leadership types (beyond DL) in terms of their impact on OL and BS. Additionally, due to the nature of BS challenges and the specificity of DL, other factors influencing BS should be included for a more profound understanding of the relationships under investigation. Finally, additional contextual factors need to be taken into account. Originality/value: To the best of the authors' knowledge, the paper is one of the first studies that present the relationship between OL and BS with reference to factors influencing BS, i.e. leadership. The value of the paper is the development of two alternative models of the relationship among DL, OL and BS and their verification through large-scale empirical cross-country research. Furthermore, the results obtained in the course of the research open up new research directions with respect to the development of the concept of sustainable leadership and deepen the knowledge of the relationship between leadership types and OL.

The primary aim of institutional learning outcomes assessment is the creation of a culture of assessment where faculty use evidence-based data to validate and improve teaching and learning for the benefit of students. Faculty are key to these processes and yet, they are often woefully disengaged from them. This paper presents findings from an action research project that utilized a collaborative self-study approach to engage faculty in the strategic assessment of institutional learning (SAIL). SAIL is an immersive professional development opportunity that bridged quality assurance with meaningful improvements in the classroom. Findings indicated that cross-disciplinary dialogue about assessment increased faculty awareness of the (mis)alignment between course, program, and institutional learning aims while also identifying and informing potential gaps in curriculum and program design. SAIL is an excellent mechanism to engage faculty in an immersive assessment of student achievement that may then lead to meaningful improvement in teaching and learning.

Literacy abilities are crucial for economic progress and community welfare, with higher education recognizing them as vital for problem-solving, critical thinking, continuous learning, and effective functioning for both experienced educators and the new student cohorts. The study examined the interplay between organizational learning and departmental performance, and its implications for changes in Ethiopian Public Research Universities. The researchers used the framework that focuses on seven distinct dimensions of organization learning (OL) namely continuous learning, inquiry and dialogue, collective and collaborative efforts of organizational members, empowerment, embedded system, system connection and strategic leadership and departmental performance (DP) which consists of three dimensions teaching-learning, research and community services. The researchers employed embedded mixed methods design (QUAN + qual) to examine the interplay between organizational learning (OL) and departmental performance (DP). The researchers selected four public research universities using simple random sampling technique. Then, they selected 1,176 respondents (969 instructors and 207 department heads) from target population using simple random sampling technique. The researchers adapted standardized questionnaires and collected quantitative data using questionnaires, and analyzed using descriptive statistics (mean & standard deviation), and inferential statistics (multiple correlations, multiple regressions & structural equation modeling). Qualitative data was collected using semistructured interview from 14 key informants who were selected using the purposive sampling technique based on their rich lived experiences of teaching-learning, research and leadership in higher education institutions. The qualitative data was thematically analyzed. The finding of the study showed that the structural equation model fit to the data. It was also found that the correlations between the different dimensions of organizational learning practices and departmental performance ranged between low and moderate. There were positive significant and moderate correlations between each dimension of organizational learning and departmental performance. The organizational dimensions accounted the largest cumulative variance to departmental performance dimensions; research (R[superscript 2] = 40.70%; [beta] = 0.638, p < 0.001); community service (R[superscript 2] = 33.50%; [beta] = 0.579, p < 0.001) and teaching-learning (R[superscript 2] = 24.60%; [beta] = 0.496, p < 0.001). The study showed that the presence of formal and informal organizational learning cultures in universities enhance departmental performances. Therefore, the Ethiopian public research universities should create effective organizational learning systems to improve departmental performances.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

This digital ethnographic study aimed to understand how and why college students decide to be teachers while many trained teachers leave the profession every year in the United States. A purposive sampling technique enabled 30 prospective teachers in a college of education to participate in this study. The research questions that guided the study were: 1) How and why did preservice teachers choose teaching as a career? 2) How did preservice teachers' perception of the drawbacks of teaching and the opportunities to support them in becoming teachers influence their decisions? The conceptual framework to understand the phenomena came from educational change, teachers' professional development, and learning organizations. This research used qualitative digital ethnographic design to collect data. Digital ethnography uses anthropological and sociological research approaches to understand digital space as a typical 'traditional locale.' Thematic analysis followed three weeks of data gathering, and the results indicate that people decide to teach from personal convictions that stem from experiences with children in different settings. The themes were "service for children, payback to the community, other influences," and "personal commitment." The study's conclusions cover novice teachers' understanding of teaching as a career, its challenges, opportunities, and creativity.

Many U.S. school districts now rely on instructional coaching to promote reform. Yet facets of coaching policy remain vague, and there is considerable variation in the structures and practices of coaching. We use longitudinal, qualitative data to analyze changes in instructional coaching, as a capacity building policy instrument, in one mid-sized urban-emergent school district from 2014 to 2019. Applying concepts of organizational learning theory, this paper documents how district leaders designed and implemented three distinct forms of coaching. We argue coaching shifted from a tool for teacher support, to a resource for school improvement, and lastly to a lever for boosting coherence. Further, we demonstrate how particular problems and leaders triggered different degrees of organizational learning on--and changes to--coaching. In sum, the paper explains how a district alters the definitions and structures of instructional coaching. By illuminating how educational leaders tinker with capacity building instruments, this paper contributes to the instructional reform literature and advances the field's understanding of the evolution of capacity-building instruments.

This paper discusses the development and implementation of a locally-sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the "Corpus of Ohio Learner and Teacher English" (COLTE), a large in-house corpus consisting of assessed ESL student writing and teacher feedback from first-year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus-based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally-sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.

Prevalent security threats caused by human errors necessitate security education, training, and awareness (SETA) programs in organizations. Despite strong theoretical foundations in behavioral cybersecurity, field evidence on the effectiveness of SETA programs in mitigating actual threats is scarce. Since memory decay will inevitably occur after absorbing a broad range of cybersecurity knowledge in a single session, the effectiveness of SETA programs in longer terms is unclear. This study investigates whether and how knowledge gained through SETA programs can mitigate human errors in a longitudinal setting. In a baseline experiment, we established that SETA programs reduce phishing susceptibility by 50%, whereas the training intensity does not affect the susceptibility rate. In a follow-up experiment, we found that SETA programs can increase users' cybersecurity knowledge by 12-17%, but the increment wears off within a month. Furthermore, technical-level knowledge decays faster than application-level knowledge. The longer "shelf-life" of application-level knowledge explains why training intensity makes no difference in the baseline experiment. This study reveals a (relatively) more effective component of SETA programs and casts doubts on the overall effectiveness of SETA programs in the long run.

Globalization, rapid technological advancement, and a dynamic market environment make organizations need to find effective ways to escalate their organizational performance. Anchored on the resource-based view (RBV) theory, this study investigates the impact of organizational innovation, knowledge management capabilities, and organizational learning on organizational performance in the Malaysian biomass industry. More importantly, this study also examines the moderating effect of collaborative knowledge, skills and abilities (KSAs) on organizational performance. This study employed census sampling and collected 130 samples. Cross-sectional data were collected using a structured questionnaire and tested using partial least square-structural equation modelling. Subsequently, the assessments of the reflective measurement model, structural model, reliability and validity were conducted. This study found that organizational learning is the most critical factor affecting organizational performance, followed by knowledge management capabilities and organizational innovation. Collaborative KSAs were found to moderate the relationship between organizational learning and organizational innovation on organizational performance. However, no moderating effect was identified on the relationship between knowledge management capabilities and organizational performance.

The e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme.

This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various speech acts as markers for central discourse among preschool teachers. Habermas' theory of communicative action is used as a framework for analyzing the preschool teachers' statements, showing that the concepts of lifeworld and system are central in their discussions. The study highlights knowledge movements pertaining to learning and becoming part of the community, knowledge movements that threaten professional aspects, and dynamics between the participants' everyday lives and the system. Peer counseling in groups appears to be a crucial transformative learning activity in the preschool setting studied. The findings presented can contribute to bridging preschool teachers' everyday lives and the system they function within and can be used to improve the education of preschool teachers.

Coping with evolution and the changes it brings to the workplace remains a major concern for organizational leaders. This study explores the hotspots, trends, and future directions of the field of organizational unlearning to complement the extant research. A bibliometric analysis based on the literature collected by the Web of Science database was used to categorize or cluster different authors, their countries, institutions and different keywords (cooperation among authors, co-citation, co-occurrence of keywords), to discover their uniqueness or determine the relationship between them while using CiteSpace software to draw knowledge graphs and then results. This study advances the debate on sustainable knowledge acquisition in organizations and its interaction with organizational unlearning. It directly aids the process of radical change in workplace learning and training models and provides a clear view of the previous literature on organizational unlearning by laying a solid foundation for future research in the field of learning.

For more than 30 years, Peter Senge's theory of learning organizations has influenced the study of leadership and organizations. Researchers have studied various components of his framework: team cognition and mental models, team learning, shared vision, systems thinking, and personal mastery. But few articles have explored what it looks like in practice when the five disciplines of the learning organization are enacted in an organization. This article explores the ways in which these disciplines influenced the implementation and outcomes of a collection diversity audit at Sonoma State University Library. The authors discuss the ways that Senge's learning organization framework enabled them to create a sustainable model for evaluating diversity in selection and acquisition practices.

The primary purpose of this study is to shed light on the direct correlation found between team learning skills and teachers' moral commitment and to use moral commitment as a tool to reveal the indirect effect of these team learning skills on teachers' career commitment. Keeping this purpose in mind, three different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) obtained data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs analyzed the data gathered in this study, and structural equation modeling was used to test hypotheses generated from the data. Results obtained from programs show that while team learning doesn't directly predict teachers' career commitment, it indirectly predicts career commitment due to moral commitment. Moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).

Purpose: This study examines the impact of organisational agility on the performance of higher education institutions. It also aims to explore the mediating role of various capabilities, namely, service innovation, technology capability, learning capability, and collaborative knowledge creation, in the agility-performance relationship. Design/methodology/approach: The sample of this study includes teaching staff of two prominent state universities of J&K, India. The study employs Exploratory Factor Analysis (EFA) and Structured Equation Modelling (SEM) for scale purification and hypotheses testing. Findings: The results show that organisational agility positively influences performance of higher education institutions. Capabilities, namely, service innovation, technology capability, learning capability and collaborative knowledge creation, partially mediate the organisational agility-performance relationship. Research limitations/implications: The sample comprises teaching staff of two established universities of J&K, India. Practical implications: For sustenance in the turbulent environment, higher educational institutions should employ practices like regular modification of academic programs, increasing the speed of logistics activities, investing in high-ended software and hardware facilities, and developing an open environment for the exchange of ideas by employees. Policy formulation should encourage adopting agile practices in higher education institutions for enhanced performance. Originality/value: This paper focuses specifically on organisational agility and its impact on the performance of higher educational institutions. The study contributes to the agility literature by testing the mediating roles of service innovation, technology capability, learning capability and collaborative knowledge creation collectively in the relationship between organisational agility and performance, concluding that all these capabilities except service innovation enhance the effect of organisational agility on performance.

This study explores how blockchain technology can be applied in the area of training in organizations, the benefits it brings, and the management challenges that blockchain technology raises. By exploring the decentralized, transparent, and intelligent contract nature of blockchain technology, we analyzed the application of blockchain technology to organizational training. The results show that organizations can achieve training resource sharing, supply and demand balancing, training certification, and intelligent contract enforcement based on blockchain technology. However, it also presents potential challenges, mainly regarding engagement across sectors, support from all members, global technology rollout, staff competency, data confidentiality, and return on investment. Case and industry analysis further validates the content of our research and demonstrates the potential and challenges of blockchain technology in the field of organizational training.

There are myriads of research outputs regarding the nexus between leadership behaviors and organizational effectiveness. Nonetheless, there is a scarcity of empirical studies examining the indirect effect of leadership behaviors on academic performance in higher education settings via organizational learning. The present study examined the effects of leadership behaviors on departmental performance through organizational learning in Ethiopian public research universities. Adopting a mixed research method, the researchers selected four universities from a total of eight public research universities using a simple random sampling technique, and 1176 staff members using a stratified random sampling technique, and 14 key informants using a purposive sampling technique to involve them in the study. Quantitative data was collected using multiple tools, namely the Multifactor Leadership Questionnaire, Dimensions of Learning Organization Questionnaire, and New Tool for Measuring Global Academic Performance. Qualitative data was collected through semi-structured interview. The quantitative data were analyzed using Frequency, Percentage, Multiple Correlations, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and structural equation modeling (SEM). The qualitative data was analyzed thematically using Open Code version 4.03. The results indicated that the directions of relations among the three variables of Leadership Behaviors (LB), Departmental Performance (DP), and Organizational Learning (OL) were positive while the magnitudes of the relations ranged from very weak to moderately strong. The dimensions of LB and OL accounted for the largest cumulative variance in DP. The study further demonstrated essential patterns that would guide future policy and managerial actions.

Purpose: The purpose of this study is to examine dilemmas in a district-university partnership that used network improvement communities (NIC) as a levers for systems change after COVID-19. Design/methodology/approach: We draw on observations and in-depth, semi-structured interviews to understand the benefits and limitations of using network improvement communities embedded within a longstanding district-university partnership to address problems of practice. Findings: Five dilemmas that emerged: (1) the need to continue the pilot roll-out of the NIC while still communicating a vision of the long-term, large-scale vision of NIC work, (2) center collaborative inquiry while still moving at a fast enough pace for participants to see progress, (3) include those most involved in the work while still having efficient decision making processes, (4) respect the knowledge and agency of participants while still supporting rigorous and impactful change and (5) honor the work the district is already engaged in while still extending beyond existing initiatives. Originality/value: We conclude that the work of leading network improvement communities as part of a district-university partnership is complex. We add to the emerging research on NIC hub leadership by highlighting the dilemmas that must be managed in this work.

Purpose: In this manuscript, we aimed to (1) illustrate the differences in school-university partnership under the school reform and renewal models and (2) describe the practice of and learning about school-university partnership by reflecting on the three large, federally funded projects, all conducted under the school renewal model. Design/methodology/approach: We used archival data from the three large, federally funded projects, synthesized our research related to school-university partnerships and developed themes for actions and learnings related to the topic of school-university partnerships. Findings: The school-university partnerships under the school renewal model are different from that under the school reform model. School-university partnership under the school renewal model is associated with positive results for schools and the university. There are clear themes for the actions and learning in the school-university partnership under the school renewal model. Originality/value: It is original to study school-university partnerships in the context of the school renewal model.

Purpose: Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved. Design/methodology/approach: This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization. Findings: An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved. Practical implications: Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning. Originality/value: This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on organisational learning were conducted in China. The findings showed that, due to different contextual factors, the cases showed different learning cultures but shared several similar learning mechanisms. This article concludes by presenting a 'context-learning mechanism-learning value' framework for understanding organisational learning in TRO-led cross-school teacher learning communities in China.

Purpose: This paper aims to identify challenges and facilitating factors in interorganizational knowledge acquisition. For this purpose, the interorganizational settings of the Orange Line Metro Train System and Sustainable bus rapid transit (BRT) Corridor in Pakistan are examined. Design/methodology/approach: This study uses an exploratory multiple case study approach. The empirical data encompasses semi-structured interviews and archival documents. Within and cross-case analyses are used for analyzing the data. Findings: The findings identify challenges such as time pressure, knowledge hiding, finding credible information sources, organizational red tape and facilitating factors such as clear objectives, individual interest and personal commitment, and revisiting the organizational culture and environment in which interorganizational knowledge acquisition takes place. Originality/value: By examining knowledge acquisition in interorganizational projects, this study contributes to the literature on knowledge-based theory.

Purpose: This study aims to develop a talent selection model for learning organizations capable of connecting two groups, candidates in a talent hiring process and managers of the hiring company, in a reliable process, promoting organizational learning and increasing employee satisfaction. Design/methodology/approach: This paper integrates egalitarian principles, an artificial intelligence mechanism founded on stable matching algorithms, and evaluating critical soft skills to enhance recruitment practices within learning organizations. The authors conduct a numerical real-world application in Python to showcase the model's effectiveness. Five candidates were evaluated for five job positions. Moreover, 26 soft skills were analyzed by the five company leaders, relating them to the requirements of each job position and by all candidates, as a self-assessment process. Findings: The model promoted egalitarian talent management because it motivates the candidates to choose the preferred position in a company, and the employers hire the best candidate. It is satisfactory for all participants in a company's hiring process if the parties intend to be fair and egalitarian. The benefits of the process can be considered isolated (parties' satisfaction) or a part of a company's effort to stimulate an egalitarian culture in organizational values. Practical implications: The information generated by the model is used to refine its selection process and improve its understanding of the job requirements and candidate profiles of the company. The model supports this idea, using the concepts of indifference, stability, egalitarianism and the soft skills required and identified to be more effective and learn about themselves. Social implications: This paper discusses an egalitarian point of view in the recruitment process. It is satisfactory for all participants in a company's hiring process if the parties intend to be fair and egalitarian. The process's benefits can be considered part of a company's effort to stimulate an egalitarian culture in organizational values. Originality/value: This paper brings an excellent future perspective and points to the company's development of talent retention. The model simultaneously solves the evolution of talent management processes through new technologies and soft skills emerging in the postpandemic scenario.

Purpose: Learning organization (LO) concept has received much attention in the last decades. The purpose of an LO is to proactively shape its future by fostering a culture of continuous learning among its members. This approach empowers the organization to adapt, evolve and innovate, aligning with the needs and aspirations of both internal and external stakeholders. As a result, the assessment of an organization's LO level, whether strong or weak, becomes a matter of significance. This study aims to use Senge's LO Questionnaire (SLOQ) in conjunction with latent profile analysis (LPA) to identify latent classes within the organization. This approach seeks to enhance the organization's learning potential and facilitate its evolution. Design/methodology/approach: This research was a cross-sectional study conducted at Hamadan University of Medical Sciences, Iran. The statistical population consisted of 451 managers and employees across seven departments based at the university headquarters. The sample included 295 individuals, and data was collected using the SLOQ. Findings: The LPA has shown an excellent accuracy (97%) in identifying SLOQ cut-off points (three classes of good, moderate and low). Most of the participants are considered as a moderate LO (55.9%), which implies the possibility of improving learning, especially enhancing "common vision" and "systemic thinking." Also, individuals belonging to the high-class category were more likely to be male and hold associate degree than individuals in other categories. Research limitations/implications: This study depends on self-report, and different perceptions of questions can cause percept bias. Another limitation is about the nature of this research, which is cross-sectional, which may bring back causality among variables. The other is only three demographic variables have been considered, and it is necessary to pay attention to other influential variables in future studies. Originality/value: The originality of this study lies in its use of the SLOQ in combination with LPA to identify latent classes in an organization to improve learning potentials.

Although shared leadership is typically considered a beneficial leadership approach, findings reporting its effectiveness are mixed. By integrating implicit theory and the "Too-Much-of-a-Good-Thing" (TMGT) effect, this study hypothesizes that both too little and too much shared leadership restrict team creativity and employee creativity. We test such double threshold logic across three independent studies. Study 1 results reveal that shared leadership can promote team creativity, but only within a certain range. Results from Study 2 suggest that shared leadership is positively related to employee creativity, but again only within a certain range. Study 3 replicates the findings of Study 1 and Study 2, and reveals that shared leadership is unrelated to employee creativity when team collectivism is high. Together, these findings suggest that there is a double-threshold effect of shared leadership on employee creativity and team creativity, and that the double-threshold effect of shared leadership on employee creativity is moderated by team collectivism.

Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.

As experiments and models of participatory, sustainable living, ecovillages demonstrate how to enact just, cooperative, and regenerative economic and social constructs, as alternatives to 'unsustainable' capitalist economies and consumerist/individualistic lifestyles. Work is central to these enactments, which provides an opportunity to examine the learning that happens in these spaces, and how that learning may be applied for broader eco-social change. This paper reports on case studies of learning through enterprise work in two ecovillages in the USA. Analysis focuses on what is learned and how it is learned, the role of the learning environment and interactions within the ecovillage on learning outcomes and processes, as well as barriers to learning, and the transferability of learning outside the ecovillage context. Findings evidence a high degree of informal 'on the job' learning, resulting in both job-specific skills and knowledge, and general competencies in eco/ethical business management. Furthermore, participants imbue activities with shared values of ecology and equality, while interacting with oppositional broader market logics, and thus learn to 'trade off' - taking on some aspects of the mainstream economy (e.g. competitiveness, profitability, (self)exploitation), in exchange for 'the greater good.'

Purpose: Organizations will be key to realizing the "transformative change for humanity" now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the "Logic of Life." The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society. Design/methodology/approach: This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration. Findings: This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human. Originality/value: This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

Purpose: This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital's surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context. Design/methodology/approach: The study was conducted as a case study. The data were collected from personnel of the hospital's surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis. Findings: This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person's interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization's expected skill levels, pursuing continuous development or pursuing the organization's specific development needs. Different kinds of presuppositions were also located within the OL processes. Originality/value: This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Purpose: This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations. Design/methodology/approach: This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models. Findings: The study shows how work processes are based on team members' experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational. Originality/value: Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

Purpose: This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. Design/methodology/approach: To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting. Findings: This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities. Originality/value: The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

Program evaluation frameworks that assess organizations as complex adaptive systems can open our eyes to new approaches and understandings. The proposed iterative and adaptive developmental program evaluation framework interrelates developmental evaluation principles with adaptive action approaches. We explain and demonstrate the framework with a mixed methods case study of the Teaching and Researching Environmental Education (TREE) Semester, an undergraduate pre-service environmental and sustainability educator leadership program. To illustrate developmental evaluation rigor, we describe the collection of TREE students' end-of-program quantitative and qualitative self-assessment responses to factors that helped their learning and promoted their learning gains. Analyzing these responses allowed us to continually make adaptive changes to develop a thriving learning community that fosters environmental and sustainability education leadership development. The iterative and adaptive developmental program evaluation framework improved our understanding of TREE's learning community as a complex adaptive system by elucidating five simple, emergent, pattern-forming rules. The rules describe activity selection, enhanced strategies for communication and support, integrating staff and student learning, and program pace. This demonstration of a developmental program evaluation provides a model framework for environmental and sustainability education program evaluators, especially those who work with new, innovative, complex, and re-imagined programs.

The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women's career journeys are different from men's. Women's unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women's capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women's leadership development everyone's responsibility?

In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The proposal is inspired by pragmatist philosophy both through its emphasis on learning as ascribing meaning to experience and its sociological version, symbolic interactionism with its emphasis on work and its organizing in social arenas/worlds. We show that a pragmatist learning theory, founded on principles of non-dualistic, non-hierarchy, and a non-linear view on relations, thinking and practice aligns well with the proposed refurbished learning approach via complexity theory in this special issue. Further, we propose that Dewey's pragmatism adds an important feature to a refurbished theory of learning in organizations by emphasizing the tensional and uncertain aspects of situations as contextual wholes that for a pragmatist learning theory constitute the analytical point of departure.

This research investigated the role of continuing professional development (CPD) in further education (FE) through a small-scale study involving two general FE colleges and two independent training providers (ITP) in England. Teachers' experiences of their continuing development were collected through focus groups. These encouraged the teachers to disclose formal and informal learning, together with development opportunities that they undertook. Analysis of the data revealed that the purposes of these developmental activities could be divided into two categories: organisational and occupational. Organisational training functioned to transmit knowledge linked to externally-driven objectives, whilst occupational development functioned to update vocational subject specialisms and develop classroom pedagogy. Organisational training was college/provider-led, whereas occupational development was teacher-controlled. Essentially, both were needed to support teachers in their full professional roles, but organisational training took precedence. The study will further an understanding of professional development processes and purposes in FE, thereby informing the planning of CPD systems and policy in the sector.

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.