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The purpose of this paper is to analyse the relationship between organisational learning capabilities (OLCs) and innovation performance (IP) in organisational contexts where knowledge creation and exploitation are the business’ main source of competitive advantage.

The study hypotheses are tested on a unique sample of 74 high-performance businesses operating in knowledge-intensive business services (KIBS) industries and non-knowledge intensive sectors in 2016. The study employs a sequential deductive triangulation analysis (QUAN → qual) based on linear regression models and qualitative interviews.

The results indicate that OLCs positively impact IP. Additionally, the findings reveal that this relationship is stronger in organisations where knowledge creation and exploitation constitute the main source of competitive advantage, namely, KIBS firms.

This paper offers insights into how the innovation outcomes of OLCs are heterogeneous across industries. This study contributes to a better understanding of the conditions under which the effects of developing learning-enhancing strategies occur in businesses operating in different industries.

Both knowledge generation and exploitation processes are critical for business success, and OLCs play a decisive role in this process. In this sense, the results suggest that managers need to turn their attention to the characteristics of business operations when considering the development of strategies aimed at enhancing OLCs.

The paper further explores the influence of OLCs on IP by analysing how organisational learning strategies interact with relevant organisational characteristics – that are linked here to the exploitation of knowledge-based resources – to yield superior IP.

Este trabajo analiza la relación entre capacidades de aprendizaje organizativo y desempeño innovador en contextos organizacionales donde tanto la creación como la explotación de conocimiento constituyen la principal fuente de ventaja competitiva de las empresas.

Para la verificación empírica de las hipótesis planteadas en este trabajo se emplea una base de datos del 2016 que incluye información de 74 empresas ‘gacela’ que operan en sectores de servicios intensivos en conocimiento (KIBS) y en industrias no intensivas en conocimiento. El estudio utiliza un análisis de triangulación secuencial deductiva (QUAN → qual) basado en modelos de regresión lineal y entrevistas en profundidad de corte cualitativo.

Los resultados indican que las capacidades de aprendizaje organizativo impactan positivamente el desempeño innovador. Además, los resultados revelan que esta relación es más pronunciada en empresas – empresas KIBS – donde la creación y la explotación de conocimiento son la principal fuente de ventaja competitiva.

Este trabajo ofrece resultados sobre la heterogeneidad de los rendimientos de las capacidades de aprendizaje organizativo, en términos de innovación. Además, este estudio contribuye a un mejor entendimiento de las condiciones bajo las cuales la implantación de estrategias orientadas a mejorar el aprendizaje organizacional se materializa en un mayor desempeño innovador en empresas que operan en distintos sectores económicos.

Tanto la creación como la explotación de conocimiento son procesos clave para el éxito empresarial, y las capacidades de aprendizaje organizativo juegan un papel fundamental en este proceso. En este sentido, los resultados del estudio sugieren que los directores y gestores de empresas deben tener en consideración las características de los procesos operativos de sus empresas a la hora de diseñar e implementar estrategias que buscan mejorar las capacidades de aprendizaje organizativo al interior de la empresa.

Este trabajo investiga en profundidad el efecto de las capacidades de aprendizaje organizativo sobre el desempeño innovador mediante un análisis que busca explicar cómo las estrategias de aprendizaje organizativo interactúan con importantes características de la empresa – las cuales asociamos a la explotación de recursos basados en conocimiento – para generar mayores niveles de desempeño innovador dentro de la empresa.

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the effect of organizational learning on individual-level resistance to change with and without the mediation of authentic leadership.

A total of 960 academics were contacted and all of them received a set of questionnaires. After four follow ups, a total of 576 responses were collected with a response rate of 60.00 per cent. The author used the chi-square test to determine the association between organizational learning and authentic leadership. Multiple regressions were used to show how much variation in individual-level resistance to change can be explained by organizational learning and authentic leadership.

The findings highlight a statistical association between organizational learning and authentic leadership. Moreover, another statistical association is explored between authentic leadership and individual-level resistance to change. Furthermore, the statistical analysis proved that having an authentic leadership in the workplace fosters the effect of organizational learning in alleviating individual’s resistance to change.

Data were collected only from academics and did not include rectors and/or heads of academic departments, the matter that may lead to an inflation of statistical relationships. Future research could use a double source method. Moreover, focusing only on private foreign universities working in Egypt diminishes the author’s potential for generalizing his results.

The author recommends establishing a unit for knowledge management inside every university. The function of this unit includes but is not limited to examining prospective socio-political, cultural and economic changes/challenges in the surrounding environment and preparing the possible scenarios for dealing with them. This in turn should comprise involvement and learning opportunities for academics work in these universities. The suggested units should also organize monthly meetings between academics and representatives from different Egyptian sectors such as NGOs personnel, CEOs of private and public companies, environmentalists and politicians to address what change those actors seek universities to undertake to guide academics to fulfill their expectations.

This paper contributes by filling a gap in HR management and organization literature in the higher education sector, in which empirical studies on the relationship between organizational learning, authentic leadership and resistance to change have been limited until now.

Este artículo se centra en los académicos de tres universidades privadas extranjeras situadas en El Cairo (Egipto) para explorar el efecto del aprendizaje organizativo en la resistencia individual al cambio con y sin la mediación del liderazgo auténtico.

Se contactó con un total de 960 académicos. Se obtuvieron 576 respuestas válidas para un ratio de respuesta del 60%. Los autores usan el test chi-cuadrado para determinar la asociación entre el aprendizaje organizativo y el liderazgo auténtico. Se utilizaron regresiones múltiples para mostrar cuanta variación en la resistencia individual al cambio puede explicarse con el aprendizaje organizativo y el liderazgo auténtico.

Los resultados muestran una asociación estadística entre el aprendizaje organizativo y el liderazgo auténtico. También se explora la relación estadística entre el liderazgo auténtico y el nivel de resistencia individual al cambio. Más aún, el análisis estadístico muestra que un liderazgo auténtico favorece el efecto reductor del aprendizaje organizativo en la resistencia individual al cambio.

Los datos se obtuvieron exclusivamente de académicos, y no incluían rectores y/o directores de departamento, lo cual puede haber aumentado la significatividad estadística. La investigación futura puede utilizar un método con dos fuentes. Más aún, el foco en universidades extranjeras privadas que trabajan en Egipto puede afectar a la generalizabilidad de los resultados.

Los autores recomiendan establecer una unidad de gestión del conocimiento en cada universidad. La función de esta unidad incluye, pero no se limita a, examinar posibles cambios/retos socio-políticos, culturales y económicos en el entorno, y a preparar posibles escenarios para afrontarlos. Esto a su vez debe comprender la identificación de oportunidades de aprendizaje para los académicos en estas instituciones. Estas unidades deberían organizar reuniones mensuales entre los académicos y representantes de diferentes sectores Egipcios tales como personal de ONGs, directores de empresas públicas y privadas, activistas por el medioambiente y políticos para identificar sus necesidades y los cambios necesarios en la universidades para abordarlos.

Este trabajo contribuye a rellenar una ausencia en la literatura sobre organización y gestión de recursos humanos en la educación superior, en la que hasta la fecha no existían estudio sobre la relación entre el aprendizaje organizativo, el liderazgo auténtico y la resistencia al cambio.

Este artigo concentra-se em académicos de três universidades particulares estrangeiras localizadas no Cairo (Egito) para explorar o efeito do aprendizado organizacional na resistência em nível individual à mudança com e sem a mediação da liderança autêntica.

Um total de 960 acadêmicos foram contatados e todos receberam um conjunto de questionários. Após quatro acompanhamentos, um total de 576 respostas foram coletadas com uma taxa de resposta de 60%. O autor usou o teste do qui-quadrado para determinar a associação entre aprendizado organizacional e liderança autêntica. Se usou regressões múltiplas para mostrar quanta variação na resistência individual à mudança pode ser explicada pelo aprendizado organizacional e pela liderança autêntica.

Os resultados destacam uma associação estatística entre aprendizado organizacional e liderança autêntica. Outra associação estatística também é explorada entre liderança autêntica e resistência individual à mudança. Além disso, a análise estatística provou que ter uma liderança autêntica no local de trabalho promove o efeito do aprendizado organizacional na diminuição da resistência individual à mudança.

Os dados foram coletados apenas de acadêmicos e não incluíram reitores e/ou chefes de departamentos acadêmicos, o que pode levar a um aumento nas relações estatísticas. Pesquisas futuras poderiam usar um método com fonte dupla. Além disso, o foco apenas em universidades particulares estrangeiras que trabalham no Egito diminui o potencial do autor de generalizar seus resultados.

O autor recomenda o estabelecimento de uma unidade para a gestão do conhecimento em todas universidades. A função desta unidade inclui, entre outros, o exame de possíveis mudanças/desafios sócio-políticos, culturais e econômicos no ambiente circundante e a preparação dos cenários possíveis para lidar com eles. Por sua vez, isso deve incluir envolvimento e oportunidades de aprendizado para os acadêmicos trabalharem nessas universidades. As unidades sugeridas também devem organizar reuniões mensais entre acadêmicos e representantes de diferentes setores egípcios, como o pessoal de ONGs, diretores executivos de empresas públicas e privadas, ambientalistas e políticos para as mudanças que esses atores procuram nas universidades para orientar os acadêmicos a atender às suas expectativas.

Este artigo contribui preenchendo uma lacuna na literatura sobre gestão e organização de RH no setor de ensino superior, no qual estudos empíricos sobre a relação entre aprendizagem organizacional, liderança autêntica e resistência à mudança foram limitados até agora.

Most academic work usually explains organizational learning as a simple translation of individual learning. To fill this gap, this article focuses on the analysis of organizational learning as an iterative process in which group learning level is important. In this way, the model of organizational learning and knowledge generation presented in this article integrates the ontological and epistemological dimensions of knowledge and may be useful for knowledge management in organizations.

The purpose of this paper is to analyze the relationship between agile production (flexible production technology) and absorptive capacity.

We use a database of 1,864 Spanish industrial firms from the Survey of Business Strategies (the largest Spanish database of its kind). Our theoretical approach is based on the resource-based view and the dynamic capabilities perspective. The methodology includes descriptive statistics analysis and lineal regression with moderator effect.

High-agile firms with greater absorptive capacity are more innovative and better performers than low-agile firms. Absorptive capacity moderates the relationship between flexible production technology and innovation performance.

This is a cross-sectional study, which may limit the establishment of causal relationships. We give evidence to the importance of studying absorptive capacity in the agile production implementation process.

There are several managerial implications. First, agile production systems should be integrated into the firm’s innovation system because the continuous improvement of agile production has to be reinforced by the outputs of external knowledge and in-house innovation activities. Second firms that use external sources of knowledge to improve production processes could leverage that benefit better, not only in Operations but also in innovation performance. The adoption of flexible production technology cannot be kept apart from the firm´s organizational learning processes based on external knowledge. Our results also support the contribution of clusters of collaborative firms to improve their production processes throughout absorptive capacity and thus the implementation of agile production systems.

This is the first study, to the best of our knowledge, has involved the role of absorptive capacity, as an internal capability/competence, to influence the relationship between agility/flexible technology and innovation performance.

Analizar la relación entre producción ágil (tecnología flexible de producción) y capacidad de absorción.

Se utiliza una base de datos de 1.864 empresas españolas manufactureras de la Encuesta de Estrategias Empresariales (la mayor base de datos española de este tipo). Nuestro enfoque teórico está basado en la teoría de recursos y capacidades dinámicas. La metodología incluye análisis estadístico descriptivo y regresión lineal con efecto moderador.

Las empresas ágiles con mayor capacidad de absorción son más innovadoras y obtienen mejores resultados que las empresas menos ágiles. La capacidad de absorción modera la relación entre tecnología de producción flexible y los resultados de innovación.

Es un estudio de corte transversal lo que limita el establecimiento de relaciones causales. Ese evidencia la importancia de estudiar la capacidad de absorción en el proceso de implantación de la producción ágil.

Hay varias implicaciones de gestión. La primera es que los sistemas de producción ágil deberían integrarse en el sistema de innovación de la empresa porque la mejora continua de la producción ágil ha de reforzarse con los outputs del conocimiento externo y las actividades internas de innovación. La segunda es que las empresas que utilizan fuentes externas de conocimiento para mejorar los procesos de producción podrían apalancar mejor ese beneficio, no solo en Operaciones sino también en resultados de innovación. La adopción de tecnología de producción flexible no puede mantenerse al margen de los procesos de aprendizaje organizativos basados en el conocimiento externo. Nuestros resultados también apoyan la contribución de los cluster de empresas colaboradoras para mejorar sus procesos de producción mediante la capacidad de absorción y con ello la implantación de sistemas de producción ágil.

No es aplicable

Este es el primer estudio, en la medida de nuestro conocimiento, que ha considerado el papel de la capacidad de absorción, como competencia/capacidad interna, para influir en la relación entre tecnología flexible e innovación.

Capacidad de absorción, Tecnología flexible de producción, Innovación

Trabajo de investigación

Analisar a relação entre produção ágil (tecnologia de produção flexível) e capacidade de absorção.

Um banco de dados de 1.864 empresas de manufatura espanholas é usado no Business Strategies Survey (o maior banco de dados espanhol desse tipo). Nossa abordagem teórica é baseada na teoria de recursos e capacidades dinâmicas. A metodologia inclui análise estatística descritiva e regressão linear com efeito moderador.

Empresas ágeis com maior capacidade de absorção são mais inovadoras e obtêm melhores resultados que empresas menos ágeis. A capacidade de absorção modera a relação entre a tecnologia de produção flexível e os resultados da inovação.

Trata-se de um estudo transversal que limita o estabelecimento de relações causais. Isso mostra a importância de se estudar a capacidade de absorção no processo de implementação da produção ágil.

Existem várias implicações de gerenciamento. A primeira é que os sistemas ágeis de produção devem ser integrados ao sistema de inovação da empresa, porque a melhoria contínua da produção ágil deve ser reforçada com os resultados de conhecimento externo e atividades internas de inovação. A segunda é que as empresas que usam fontes externas de conhecimento para melhorar os processos de produção podem aproveitar melhor esse benefício, não apenas nas operações, mas também nos resultados da inovação. A adoção de tecnologia de produção flexível não pode ser mantida fora dos processos de aprendizagem organizacional baseados em conhecimento externo. Nossos resultados também apoiam a contribuição do agrupamento de empresas colaboradoras para melhorar seus processos de produção através da capacidade de absorção e com isso a implementação de sistemas ágeis de produção.

não aplicável

Este é o primeiro estudo, na medida do nosso conhecimento, que considerou o papel da capacidade de absorção, como competência / capacidade interna, para influenciar a relação entre tecnologia flexível e inovação.

Capacidade de absorção, Tecnologia de produção flexível, Inovação

Trabalho de pesquisa

The aims of this paper are: to identify the dimensions of knowledge management (KM), and to propose a model for KM that will be useful for future researchers in carrying out KM measurement.

The paper is based on a literature review of theoretical and empirical contributions to KM.

The results obtained show that the creation, transfer and storage, and implementation and use are dimensions of the concept of KM. On the basis of these dimensions, this study proposes a model integrating these dimensions and operationalizes it using selected items, so that future researchers may carry out measurements using the proposed model.

The study implies that companies and researchers use a smaller time in theoretical checks and can devote to measurements which develop improvements.

The present model differs from other, previous models in that it integrates various approaches to the study of KM.

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.

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.

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.

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.

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.

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.

This study analyzes the impact of intellectual capital on organizational ambidexterity by evaluating the mediating effect of the different types of organizational cultures (adhocracy, clan, market and hierarchy) on the said relationship.

From a sample of 124 directors of Colombian firms, the information is analyzed using Structural Equation Models through the Partial Least Squares method (SEM-PLS).

The results show that intellectual capital has a positive relationship with organizational ambidexterity and that market culture presents a positive mediating effect in the said relationship, while the mediating effects of adhocracy culture, clan culture and hierarchy culture are not significant.

Directors can favor the development of organizational ambidexterity by investing in the intellectual capital of their firms and by promoting the development of market culture attributes.

This work contributes empirical evidence on the mediating role of organizational culture in the relationship between intellectual capital and ambidexterity, highlighting the importance of market culture over other types of culture for the simultaneous development of exploration and exploitation capabilities, in the context of an emerging Latin American economy such as Colombia.

The purpose of this study is to understand the influence of the transformational, transactional and laissez-faire leadership styles and collaborative integrative behavior of the team with respect to organizational ambidexterity (the combination of exploration and exploitation learning) in university research groups.

From a survey conducted with a sample of 506 researchers, members of 165 research groups, working in an emerging economy, a multiple regression model analysis was performed.

Findings of this study provide evidence that the coordinator's transformational leadership and the collaborative integrative behavior of the team positively influence organizational ambidexterity of research groups. Transactional leadership and laissez-faire style do not show any significant influence.

This study addresses the lack of knowledge regarding organizational learning in research groups to explore and exploit knowledge through research result transfer processes based on the organizational ambidexterity logic in higher education institutions (HEIs) from emerging economies. The study aims to contribute to the literature on leadership styles and ambidexterity in HEIs in emerging economies, particularly in Latin America, where there is still a scarcity of research on the attributes of effective leadership.

The transfer of knowledge is a source of competitive advantage, and in particular, transfer between organisations through cooperation between firms via a joint venture. This paper aims to discuss some of the issues

The hypotheses were contrasted via a structural equation model using a sample of 74 firms, 51 of which were Spanish and 23 from the rest of the world, which had recently cooperated.

The authors address the question of the positive influence of employees on knowledge transfer. They do not influence the process. Second, the authors propose the influence of intermediate management on knowledge transfer. These managers play a very relevant role. However, with regard to the influence proposed of high‐level managers, the authors find that they do not play a relevant role as this type of process.

The authors carried out an in‐depth review of the literature that reveals that few studies either theoretically or empirically address this question. They begin with the idea that organisational knowledge is the basis of business today. Not all organisations have all the knowledge they need to carry out their strategies.

The role of HR is an essential element in order to be able to carry out interorganisational transfer. The authors consider how the degree of involvement of resources positively influences knowledge transfer. It is important to develop adequate HR policies for fomenting transfer, especially motivating staff by fostering the development and exploitation of knowledge transfer.

The aim of this paper is to analyze knowledge flows transfer within multinational corporations. In particular, it is focused on to what extent multinational companies can replicate headquarters’ human resource management systems in subsidiaries. This paper is structured into three major sections. The paper analyzes the transfer of knowledge flows in multinational companies. To analyze this “old problem” and shed light on its solution, the paper draws on the knowledge‐based view of the firm and reviews both seminal and recent contributions to this field of research. This paper develops a conceptual framework for the analysis of knowledge transfer at international level. It also examines the influence of four human resource management models (exported, adapted, hybrid and open models) on organizations. It addresses particular factors that influence the transferability of organizational knowledge such as the features of this knowledge and both organizational and national culture. Afterwards, these issues are addressed in the scenario of North‐American and Japanese multinational corporations. Multinational firms face important challenges in the actual economic environment. On the one hand, the firm must learn how to exploit its specific resources either acquired in the country of origin or in foreign markets. On the other hand, these firms cannot forget that the source of sustained competitive advantage takes place in the variety of skills and the diversity of knowledge, no in these resources homogeneity. Finally, multinational firms can benefit from international fertilization, because knowledge exploring and exploitation activities are closely relationed with the concepts of synergies, interdependence and interactive organizational learning. That is, the organizational capacity to innovate is the result of the interrelation among the units that form the firm. This paper offers a knowledge‐based view of the firm to help managers with the management of knowledge flows in multinational companies.