The learning organization as concept and journal in the neo‐millennial era: A plea for critical engagement

Abstract

Purpose

The purpose of this paper is to outline the aims for this journal with the new editor.

Design/methodology/approach

The paper gives an overview of TLO in the past and the possible future direction for the journal.

Findings

It is found that: first, the LO as a prescription for organizational change “writ large” has little relevance to contemporary practitioners, consultants, and researchers; second, that the LO concept is in effect a contradiction in terms and therefore fatally flawed to the point it should be abandoned; third, if the journal is to continue the use of the LO concept that it does so pragmatically with a refocusing on tried and tested informal work‐integrated action learning and critical analysis and adopt a distinct critical edge; fourth, that if so, it must adopt broader and more culturally sensitive perspectives that recognise the limitations and biases inherent in this Euro/American‐centric concept and its practices; and fifth, that this of all journals needs to acknowledge and respond to the irresistible tide of the democratisation of information in the digital age and the growth of informal learning both in terms of the papers published and in the way it, as a journal, operates.

Originality/value

The author believes that as an international journal The Learning Organization is eminently placed to engage practitioners, professionals and academics in a progressive dialogue that, though characterized by a questioning stance, recognizes the opportunities to enhance not just organizational productivity and managerial power but also the quality of work environments for all personnel.

Citation

Eijkman, H. (2011), "The learning organization as concept and journal in the neo‐millennial era: A plea for critical engagement", The Learning Organization, Vol. 18 No. 3, pp. 164-174. https://doi.org/10.1108/09696471111123234