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The purpose of this paper is to introduce a novel measure of access to credit suited to estimate the relative change in credit reserves.

A debt possibility frontier is estimated using data envelopment analysis and the Malmquist index is calculated. The Malmquist index is redubbed the Debt Development index and decomposed into “change in debt capacity” and “change in debt capacity utilization”. Bootstrapping is applied for statistical inference. The method is applied to an unbalanced panel of 92,000 Danish farm accounts from 1996 to 2009.

The paper finds that credit capacity roughly doubled for Danish farmers over the period, and that utilization of credit capacity generally was proportional to capacity change, utilization being higher for dairy and pig farms, than for crop farms.

Changes in credit reserves may have important implications for risk management practice, investment and technology adoption and related policy issues. The method is limited by the possibility of strategic behavior of lenders during credit cycle busts. In credit cycle booms, the method gives a good basis for the estimates of change in credit reserves.

In a period of increasing credit reserves, risk management institutions are unlikely to develop. Like agricultural policy, access to credit may crowd out market-based risk management.

The study represents a novel application and interpretation of a well-known method.

The purpose of this paper is to focus on challenges faced by longitudinal quantitative analyses of school improvement processes and offers a systematic literature review of current papers that use longitudinal analyses. In this context, the authors assessed designs and methods that are used to analyze the relation between school improvement processes and student outcomes. Based on this the authors point out to what extent the papers consider different aspects of the complex nature of school improvement (e.g. multilevel structure, indirect and nonlinear effects, reciprocity). The choice of study designs and methods of analysis substantially determines which aspects of this complexity are taken into account.

The authors searched in four international high-impact journals and in ERIC for articles reporting longitudinal school improvement studies. The database of the review consisted of a total of 428 journal articles. In total, 13 of the 428 papers met the selection criteria and were analyzed in detail.

The analyzed papers use a wide range of designs and methodological approaches. They support the assumption that sophisticated quantitative longitudinal designs and methods can be applied effectively in school improvement research. However, considering the complexity of school improvement is accompanied by high demands on designs and methods. Due to this none of the papers met the standards applied in this review completely.

In particular, further research is needed to consider a long period of observation, reciprocal indirect and nonlinear processes in a multilevel structure. Moreover, research is required for a better and unambiguous theoretical foundation and empirical validation of the number of and intervals between measurement points.

If more consideration is given to the complex nature of school improvement in future studies, the broader knowledge base will allow a better understanding of the dynamic relation of school improvement and student learning. It would thus be possible to make more appropriate recommendations for the support of school improvement practice.

The original contribution of the paper is to show which aspects of the complexity of school improvement processes – and to what extent – are currently addressed in designs and methods of analysis applied in quantitative longitudinal studies that investigate the relation between schools’ capacity to managing change and student outcomes. Additionally the authors aim at deriving need for further research and giving guidelines how designs and methods in further studies can reflect the complexity appropriately. It is highly important to consider all aspects of this complexity to describe and understand the dynamic relation of school improvement processes and student outcomes.

To examine three dimensions of organisational change capacity (OCC) which have been proposed sequentially in the following order: OCC for change will affect process capacity for change and develop context capacity for change. Specifically, this study explores the moderating effects of coercive pressure.

To test the proposed hypotheses, this study conducted survey among middle-level leaders of the 11 top universities (autonomous higher education institutions – AHEIs) in Indonesia. This study used a sample of 92 respondents, deans 21 and vice deans 71 of 11 top Indonesian universities. To test data processing using the SmartPLS 3.0 tool.

The findings indicate that learning capacity for change is the starting point of OCC, and it influences process capacity and context capacity for change. Coercive pressure strengthens the relationship between learning capacity and context capacity for change. Further, context capacity for change determines organisational performance.

This study empirically examines the OCC construction mechanism as follows: learning capacity for change influences process capacity for change and then has an effect on the OCC for change, which ultimately affects organisational performance.

This paper aims to provide more knowledge on antecedent conditions of organizational capacity for change by examining the mediating role of employee trust in relationship between transformational leadership (TL) and two components of organizational change capacity (OCC) (innovative culture and capable champions) in Chinese firms.

Survey data were collected from 269 participants at 65 Chinese firms. Structural equation modeling was used to test hypotheses in the proposed research model.

The research findings indicate that within the Chinese context, TL and two dimensions of employee trust in leadership (cognition-based trust and affect-based trust) are positively related to innovative culture and capable champions. Moreover, the two dimensions of employee trust act as the mediating roles between TL and components of OCC.

The results and benchmarks in this paper are appropriate for a particular context of Chinese firms. Future research should examine other contexts to provide a clearer picture of the relationship between the constructs.

The study highlights the importance of practicing TL style to build employee trust in leadership aimed at fostering innovative culture and capable champions.

The paper has provided theoretical and managerial initiatives in the field of organizational behavior and change management that can clarify the relationship between TL, employee trust and OCC. These initiatives might help firms to identify a right pathway for promoting OCC and adapting more quickly and effectively to the change of business environment.

Change implementation presents a major challenge to managers. However, theoretical and empirical works waiver between the change management action and the management of the change/initial conditions. These opposing views reflect the theoretical instability, which characterizes work on organizational change. Faced with this theoretical mosaic, the question of knowing what the change capacity is, is fundamental. The purpose of this paper is to propose a framework for change capacity and to identify its dimensions and components.

To deal with this stake, the author conducted a single case study and observed an organization that had acquired the status of a company with change capacity. The Renault SA group makes for an interesting case. Renault, a 100‐year‐old company, is considered to be capable of undergoing change, of following its environment and even of shaping its own environment.

The study leads to the identification of three dimensions of the change capacity. These are the context, process and learning dimensions. The context dimension consists of resources that facilitate the change process. The process dimension incorporates principles of implementing change. Finally, the learning dimension tackles the introspective capacity of the organization.

If the literature on change capacity focuses more on the outcome of the capability than on the capability itself, the study has enabled the proposing of a framework for change capacity and to identify its dimensions and components. This framework is interesting in two respects. First, it shows that change capacity is as much linked to its management as it is dependent on the initial conditions. Second, it provides direction towards a strategic management of change.

The purpose of this paper is to outline how collective capacity building is supporting system‐wide reform in one country. It seeks to outline the way in which professional learning communities within, between and across schools are creating an infrastructure for improving professional practice and raising standards.

The paper is both descriptive and analytical. It draws on the international literature pertaining to system‐wide reform and the empirical evidence concerning professional learning.

The paper highlights some of the challenges in building the collective capacity for change throughout an entire system and reflects on progress to date. The paper concludes by arguing that despite the compelling case for collective capacity building, the real test is to make it happen.

The professional learning communities (PLC) programme in Wales is gathering evidence about impact but as the programme is just completing its first year of implementation these findings are not yet available.

This paper adds to prior analyses and discussion of collective capacity building by providing a system‐wide perspective.

Capacity assessment is increasingly identified as a vital tool for effective capacity development for disaster risk reduction and climate change adaptation. However, most internationally supported capacity assessments focus mainly on one administrative level in their attempts to understand the current capacities and capacity needs of the system under study. This article aims to investigate the potential for discrepancies between what stakeholders on different administrative levels in Fiji express when explaining how their system for managing risk and disaster situations functions.

The study includes semi‐structured interviews with involved stakeholders from all administrative levels in Fiji, who are asked to describe what information and assistance is given or requested between administrative levels, in everyday circumstances and in disaster situations. The data were then analysed to identify similarities and differences in descriptions.

The study illustrates that there may be substantial discrepancies between accounts on different administrative levels concerning key functions of their system.

The study is not claiming that this always is the case, only that there may be a possibility for it. Potentially undermining the effectiveness of ensuing capacity development activities.

Given that capacity assessment is to create a coherent foundation for capacity development, the study indicates that it would beneficial to include a wider range of administrative levels in attempting to construct one comprehensive view of the current capacities and future capacity needs.

The research topic is novel and valuable for stakeholders in the international community active in capacity development.

The purpose of this study is to investigate the significance and impact of strategic knowledge management (SKM) practices and organisational change capacity (OCC) in improving strategic thinking and strategic orientation in small and medium-sized enterprises (SMEs) and their contribution in overall improvement of entrepreneurial performance.

Quantitative research methodology using partial least square structural equation modelling with data of 296 sample from the target group as managers and owners from various SMEs in the UK has been used in the study.

The findings suggest that SMEs that invest in SKM and OCC are more proficient at adjusting to fluctuations in the business landscape and develop effective strategies that lead to improved entrepreneurial performance. The study provides evidence that SKM encompasses more than just the acquisition and use of information. It also involves the establishment of a learning and innovation culture that facilitates strategic thinking and direction. Similarly, OCC is not just about implementing change but also about developing the agility and flexibility to adapt to market changes, consumer demands and technology.

According to the research, SMEs may boost their entrepreneurial performance and keep a competitive advantage in the modern, dynamic business environment by investing in SKM and OCC. The capacity of SMEs to implement SKM and organisational change should be encouraged and supported by policymakers and practitioners, who should also offer the necessary tools and assistance to do so.

This study offers a valuable addition to the previously published works on SKM and OCC within SMEs. It offers empirical data that highlights the significance of SKM and OCC in fostering strategic thinking, strategic orientation and ultimately, boosting entrepreneurial performance. The study also highlights the challenges faced by SMEs in implementing SKM and OCC and provides recommendations for overcoming these challenges.

This study investigates the mediating role of organizational change capacity (OCC) in the relationship between the perception of extreme contexts and firm product and process innovation, which was not empirically investigated in the literature. In addition, this study explores the moderating role of the perception of extreme contexts-related variables, which were not operationalized in ordinary firms, on the relationship between OCC and firm product and process innovation.

A questionnaire-based research was conducted to test the suggested hypotheses. The data were gathered from 90 firms during the peak period of COVID-19.

This study shows that OCC, which covers contexts, process and learning dimensions, fully mediates the relationship between the perception of extreme contexts and firm product and process innovation. Also, this study discovers that the perception of extreme contexts, including temporal ordering of extremity, the magnitude of consequences, proximity among people and operational deficiencies, positively moderate the relationship between OCC and firm product innovation.

This study has constraints inherited in survey design, primarily sampling and country context.

This study identifies, conceptualizes and operationalizes the term extreme context, conceptually argued for particular organizations/units in ordinary/mundane organization settings so far. In addition, this study extends the current understanding of how the perception of extreme contexts interacts with a firm's capability to increase innovation efforts. Further, this study shows how OCC mediates the relationship between extreme contexts and firm product and process innovation.

The paper aims to describe the application of theoretical principles derived from a study of self‐organisation and complex systems theory and their application to school‐based capacity building to support planned change.

The paper employs a case example in a Hong Kong School to illustrate the application of the principles and discuss their potential to sustain the effect of capacity building in schools.. The descriptive case study is used to illustrate six theoretical propositions of self‐organization. The case is then unpacked using each of the propositions to illustrate the application of the theory to capacity building in a secondary school setting.

The case illustrates the way each of the principles are reflected in a design process undertaken by the school's principal and its leadership team to create a self‐organizing approach to capacity building.

The value of this paper is threefold. First it shows the way in which capacity building can be theorized for practical benefit in school settings. Second, the theoretical approach described in the case study addresses the longstanding and largely unresolved issue of the sustainability of capacity building efforts in school settings. The case analysis links theory to practical strategy that can be used by school leaders to design their own capacity building efforts that disperse control to the community, are sustainable, and self‐organizing within the school.