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The purpose of this study is to examine the relationship between organisational learning and adaptive performance. Furthermore, the study investigates the moderating role of emotional intelligence in the perspective of organisational learning for addressing adaptive performance of executives employed in manufacturing organisations.

The participants were selected through purposive sampling. The study has used established scales on organisational learning, emotional intelligence and adaptive performance to collect data from the respondents. Data were analysed through structural equation modelling using linear structural model (LISREL 8.72). Moderated regression analysis was carried out through a series of hierarchical models to test the hypotheses. The authors have followed the interaction graphs recommended by Aiken and West (1991) to check the moderating effect of emotional intelligence.

The result of the study indicates a significant relationship between organisational learning and adaptive performance. The significant moderation effect was observed in the interaction graph, wherein it was found that the relationship between organisational learning and adaptive performance was stronger among the executives with high levels of emotional intelligence and weaker for those having low levels of emotional intelligence.

The present study gains significance through highlighting the role of emotional intelligence in the perspective of organisational learning and, thus, offers insights to practitioners for addressing adaptive performance of employees.

The purpose of this paper is to develop an original six-phase model describing entrepreneurial learning in the transition of place-based enterprises toward a sustainable exploitation of natural common resources (commons).

The six-phase model proposed by this study explains the learning processes involving place-based enterprises through two important existing theories: adaptive co-management and Lachmann’s evolutionary, embedded theory of entrepreneurship. The proposed model integrates these two theories on the basis of a longitudinal case study on the fishing enterprises in an Italian marine protected area (MPA).

In the case study, the success factors identified by the adaptive co-management literature proved important in enabling an embedded entrepreneurial learning process consistent with Lachmann’s view. The case analysis allowed the authors to cluster these learning processes around six phases. Further, even if traditional fishing is not knowledge-intensive, this case shows the transition to a sustainable business model required intense efforts of educated institutional work and scientific research. Interestingly, the key learning processes were enabled by the emergence of a larger, networked social entity (a network form of organization) including the community of fishermen, the MPA management and a network of scientists studying the marine area ecosystem.

This study is explorative and relies on a single case study. Despite this limitation, it opens up new research paths in the fields of entrepreneurship, institutional work, network organizations and adaptive management of the commons.

This study is strongly interdisciplinary; it proposes an original model based on a theoretical view that is highly innovative for organization and management studies; and addresses a relevant but overlooked issue with important societal implications.

There is an increase globally of students using technology to support their learning. The purpose of this paper is to outline the technical aspects of adaptive learning and contribute to the development of pedagogy that incorporates this method in teaching and learning.

This is a technical review article that summarises key guidance on the application of adaptive learning and then reflects on its application in a UK and Vietnamese context.

Initial analysis demonstrates that learning can occur asynchronously because of students engaging with adaptive learning. Issues and recommendations were derived from the reflections and practice of both UK and Vietnamese practitioners. Recommendations focussed on the more practical elements of constructing and maintaining adaptive learning. Questions were then constructed to make the decision of whether to implement adaptive learning into teaching and learning practices.

This academic commentary reflects on the implementation of asynchronous learning adaptive technologies in both the UK and Vietnam, specifically exploring the use of a “mastery path” and “computerised adaptive testing” to enhance student understanding.

E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French).

The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year.

This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade).

In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.

This study aims to examine the relationship between the influence of technological disruption and the transformation of business models mediated by adaptive organization and organization learning.

In total, 116 top management teams from the member of the Indonesian Advertising Association (P3I) were recruited for this study. The data was obtained through an online survey and analyzed using the PLS-structural equation modeling (SEM) technique.

This study revealed the importance of organizational learning and adaptive organization in minimizing technology disruption and enabler of the business model transformation. In an always-changing environment, the adaptive organization is the core element and catalyst of firm transformation. The acceleration of business model transformation is empowered through establishing an organization's learning system by exploiting existing knowledge, exploring new knowledge and cultivating a learning culture.

In today’s fast-paced digital world and a constant state of flux, advertising agencies need to build a sustainable business model and structure that allows them to be flexible, adaptive to changes and efficient.

To the best of the authors’ knowledge, this study was the first to develop a model to mitigate technology disruption and enable necessary elements to create a transformation business model.

This paper aims to draw on data from a study of professionals’ experiences of work and learning framed by a complex adaptive systems approach to examine the nexus of work and learning in complex adaptive organisations.

The study used an adapted phenomenographic approach and the complex adaptive systems conceptual framework (CAOCF) to analyse data from semi-structured interviews with fourteen professionals from a variety of organisations and industry sectors within Sydney, Australia.

The findings highlight that work in complex adaptive organisations is best described as fluid work. Further, the findings suggest that fluid work influences professionals towards flexible learning approaches that take place in the flow of work.

This paper empirically demonstrates the nexus of work and learning as experienced by professionals in their day-to-day work, as well as the ways in which fluid work influences flexible and adaptable learning through participation in work.

Extending a model of how teams learn, this paper aims to present a model of multiteam system (MTS) learning, comparing similarities and differences between how MTSs learn and how component teams learn. The paper describes the value of adaptive, generative and transformative learning for increasing MTS development over time.

The model proposes that environmental demands trigger adaptive, generative and transformative MTS learning, which is further increased by the MTS’s readiness to learn. Learning can happen during performance episodes and during hiatus periods between performance episodes.

Learning triggers coupled with readiness to learn and the cycle and phase of MTS process influence the learning process (adaptive, generative or transformative), which in turn influences the learning outcomes.

The study offers a number of research propositions with the idea that the model and propositions will stimulate research in this area.

This model allows MTS and component team leaders and facilitators to recognize that MTS learning is a process that is needed to help component teams work together and help the MTS as a whole perform in current and future situations, thereby improving MTS effectiveness.

Little attention has been given to the notion that MTSs learn and develop. This manuscript is the first to emphasize that MTSs learn and identify processes that can improve learning. Adaptive, generative and transformative processes describe how MTSs learn and produce changes in MTS structure and actions.

Despite the predictions and expectations that the online education will become a “killer app” and with major impact on education, the first generation of online education has led to more disappointments than success stories. The current – one‐size‐fits‐all static approach is extremely ineffective and leads to increased effort on the part of faculty and instructors teaching online courses. This paper discusses adaptive learning as an alternative transfer of traditional structures from a geographically‐based to an online setting.

This article begins with an overview of the development of online education, and concludes that its initial promise has not been fulfilled because the innovations in technology have not been accompanied by any corresponding changes in the way classrooms are structured. It then proposes adaptive learning as a means by which, with the help of digital resources, learning can be adjusted to the needs and interests of individual students.

To improve current state‐of‐art and to increase effectiveness of the online education, systems that can adapt the content to match the learning preference of the individual learners, termed as the “adaptive learning systems,” are needed. Systems that will support adaptive learning in a university and college environment will facilitate a paradigm shift for instructors to “guide‐on‐the‐side” from “sage‐on‐the‐stage.”

This opinion piece argues the need for a massive restructuring of higher education, using a student‐centered model.

The purpose of this paper is to report upon research into developing a biologically inspired target‐tracking system (TTS) capable of acquiring quality images of a known target type for a robotic inspection application.

The approach used in the design of the TTS hearkens back to the work on adaptive learning by Oliver Selfridge and Chris J.C.H. Watkins and the work on the classification of objects by Zdzislaw Pawlak during the 1980s in an approximation space‐based form of feedback during learning. Also, during the 1980s, it was Ewa Orlowska who called attention to the importance of approximation spaces as a formal counterpart of perception. This insight by Orlowska has been important in working toward a new form of adaptive learning useful in controlling the behaviour of machines to accomplish system goals. The adaptive learning algorithms presented in this paper are strictly temporal difference methods, including Q‐learning, sarsa, and the actor‐critic method. Learning itself is considered episodic. During each episode, the equivalent of a Tinbergen‐like ethogram is constructed. Such an ethogram provides a basis for the construction of an approximation space at the end of each episode. The combination of episodic ethograms and approximation spaces provides an extremely effective means of feedback useful in guiding learning during the lifetime of a robotic system such as the TTS reported in this paper.

It was discovered that even though the adaptive learning methods were computationally more expensive than the classical algorithm implementations, they proved to be more effective in a number of cases, especially in noisy environments.

The novelty associated with this work is the introduction of an approach to adaptive adaptive learning carried out within the framework of ethology‐based approximation spaces to provide performance feedback during the learning process.

This study aims to introduce adaptive performance as an organizational performance dimension and examine the possible dynamics between the dimensions of a learning organization and adaptive performance.

This study used a survey and applied factor analysis and structural equation modeling analysis.

The results supported adaptive performance as an organizational performance dimension. Also, the findings of this study empirically proved that perceived knowledge and adaptive performance mediate the positive relationship between a learning organization and perceived financial performance.

In addition to the current Dimensions of a Learning Organization Questionnaire (DLOQ) studies, this study revealed that adaptive performance, one of the nonfinancial outcomes improved by learning, had a significant effect on financial performance. Also, this study provided evidence of the additional construct validity of the DLOQ, particularly its performance measures.

This study advises practitioners to take a close look at how learning and organization development activities improve organizational performance overall.

This study supported a claim that learning and organization development activities in organizations have a strong potential to induce variance in intangible performance.