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This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic.

Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE?

This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision.

This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis.

This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns.

The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.

The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups.

A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations.

The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process.

The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for example with consideration to the way CoPs experience the need to change.

The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential.

A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.

The purpose of this paper is to operationalize theories of social learning and collective action for campus sustainability practitioners at higher education instititions (IHEs) to enhance their work, and to introduce the concept of collective action competence as a practical tool.

This paper presents a theoretical argument based on the concepts of learning and collective action for stronger consideration of social learning, action competence and voluntary collective action in campus sustainability initiatives.

Many important sustainability outcomes depend heavily on voluntary behaviors by groups of campus stakeholders, making voluntary collective action an important, although underused, tool for campus sustainability practitioners. The term “collective action competence” is introduced and defined as the capability of a group of people to direct their behavior toward a common goal based on a collective literacy, a collective competence, and a collective need or goal.

The term “collective action competence” is introduced as a novel unifying concept that articulates a critical capability needed for collective behavior change in social settings such as HEIs. Collective action competence is based on the theories of collective action and of social and free-choice learning and on the concepts of action competence and strategic competence.

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective learning.

In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.

Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary.

The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools.

The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

The purpose of the paper is to explore individual and collective workplace learning and the connections between them in the contemporary industrial work.

Two case studies were carried out in the Finnish package‐supplier sector. The research methods applied were standardized observations and qualitative interviews.

The cases show that the socio‐technical influences have created learning‐conductive work at the individual level, but failed to create optimal possibilities for collective learning. The still‐prevailing bureaucratic power relations prevent employees from fully contributing to collective learning and organizational development.

Workplace‐learning research should study more rigorously the connections between individual and collective learning and, especially, the ways in which the prevailing power relations influence them. Integrating concepts from chaordic systems thinking to the workplace‐learning theory seems fruitful and could be pursued further.

In order to become organizations in which internal and external development may take place at the individual and collective levels alike, the case companies should directly address their shared mental models regulating employees' participation opportunities rather than leave those models to develop in a non‐reflected way.

The paper contributes to the field of workplace learning by presenting a conceptual model on sustainable development building on concurrent individual and collective learning. With the help of this model, founded on several theoretical traditions, strengths and weakness in an organization's approach to workplace learning can be detected.

The purpose of this paper is to examine how a foreign subsidiary operates in emerging markets and integrates market orientation with organizational learning to achieve a competitive lead. It is an attempt to fill an evident gap in the literature of integrating organizational learning into a market-oriented competitive strategy through using a four-step collective learning cycle at General Motors Egypt (GME).

The paper adopts a qualitative case study methodology to thoroughly examine the viewpoints of 90 respondents via in-depth and unstructured interviews with both managers and employees working in a variety of divisions inside GME. An integrative qualitative data analysis approach is used to explore, synthesize, interpret and derive relationships resulting from the collected data.

This work advances the theory of organizational learning by testing the theme of collective learning cycle in a real work setting. It presents a real example of aligning market orientation into a collective learning cycle directed toward achieving competitive advantages.

This study provides scholars and practitioners alike with a real scenario on how and why a four-step organizational learning cycle functions as a building block to generate a competitive advantage. It also discusses the elements of collective learning that are not captured by the four-step collective learning cycle. Factors facilitating market-based organizational learning are also explored. However, the results generated are contingent on the investigated case study circumstances, which are limited in generalizability.

The paper addresses a set of directions through which auto assembly firms leverage both collective learning practices and knowledge-driven strategy to gain competitive advantages. The GME paradigm indicates how a firm can use collective learning not only to respond to an internal need for change but also to react to external market forces and constraints.

This study is the first of its kind to investigate the value of the cyclic learning concept from a strategic viewpoint in a multinational organizational context. It enriches the primarily practitioner literature on aligning collective learning into strategy with rich empirical examination of the learning practices of a leading foreign subsidiary. It resolves a gap in the literature regarding how organizational learning and knowledge management processes are aligned to market-oriented competitive strategy. The paper draws a number of critical research issues that call for refinement of the organizational learning cycle theory.

The purpose of this paper is to empirically examine the influence of social capital on competitive advantage through collective learning and absorptive capacity.

The study carries out analyses based on structural equation modeling to measure the main constructs and test the hypothesized relationships among the variables. The primary statistical technique for assessing survey data collected from 358 Taiwan tenants is partial least squares analysis.

Collective learning and absorptive capacity fully mediate the relationship between social capital and competitive advantage. Moreover, social capital has a significant influence on both collective learning and absorptive capacity.

Tenant firms in industrial parks must develop effective management tactics for the nurturing of inter-firm relations to enhance collective learning and their absorptive capacity to acquire and exploit key strategic resources such as tacit and explicit knowledge. For specialized firms, close social interactions in specific contexts, mediated by collective learning and absorptive capacity to make up for their resource constraints, can heighten their competitive advantage.

By demonstrating the impact of social capital on competitive advantage in the specific context of industrial parks, whose artificial environment encourages and promotes close social interactions among tenants, this paper overcomes previous and contradictory findings regarding the relationship between social capital and competitive advantage. A key contingent factor is the mediating role of collective learning and absorptive capacity.

Purpose – The purpose of this paper is to answer two interrelated questions: “Who learns and how in the learning organization?”. By implication, many theories of the learning organization are adressed that are based on a static and erroneous separation of individual and collective. Design/methodology/approach – Four episodes from a larger case study exemplify the theoretical arguments. These were based on a longitudinal ethnographic study of a salmon hatchery and the public‐sector organization to which the former was accountable. Conceptual framework is strongly dialectical: in their actions individuals concretely reproduce the organization and, when actions vary, realize it in novel forms; organizations therefore presuppose individuals that concretely produce them. However, without an organization, there would be no aim or orientation to individual actions to speak of in the first instance. Findings – The paper finds that individuals learn, through the production of socio‐material resources, notions of organizations which are not abstract. These resources increase action possibilities for the collective, whether realized concretely or not. Expansive learning in individuals is co‐constitutive of learning in organizations and decreasing interest in individual learning constitutes decreased levels of action possibilities for the collective. Research limitations/implications – The paper shows that using this framework, it becomes problematic to separate individual and collective learning. Originality/value – The paper shows that access to participation by all members is a key component as are affordances given by the organization for the development of individuals.

This paper aims to introduce the concept of Entrepreneurial Collective Intelligence (ECI) as a means of understanding how communities of entrepreneurial actors learn to act both collectively and knowingly. It explores how connections between processes of CI, agency and action can explain and enable the development entrepreneurial community organisations.

There is a selective literature review of prior works on the related fields of community and collective entrepreneurship; collectives and intelligence; agency and action. The review is used to propose a framework of collective entrepreneurial intelligence, agency and action. An interpretive approach is used to research four case studies of community organisations which use CI to generate entrepreneurial outcomes.

The cases are compared with themes from prior literature to develop a conceptual model of four ECI processes which enable intelligence, agency and action: collaborative processes; distributed working; intelligence representations and organisation of infrastructures. These are theorised to discuss ideas, challenges, methods and questions to enhance entrepreneurial actions, based on sharing knowledge and learning, in the context of collective agency, action and intelligence.

The four processes, both together and separately, represent a coherent framework useful for further studies on the role of collectives in enterprising communities.

The four processes each represent a central area of attention, not only for development, learning, decision-making and leadership within enterprising communities but also for entrepreneurship education in terms of alternative didactics, pedagogies and learning forms.

The improved knowledge on the role of collective agency and CI within entrepreneurial processes is useful for strengthening civil activism and other fruitful forms of entrepreneurial collective processes. This may help solve complicated societal problems where traditional conceptions of entrepreneurship fail.

The conceptual contribution is to explain the dynamic relationships between ECI and action, mediated by collective agency. The role of CI in informing entrepreneurial communities is explored and four enabling processes are proposed. This coherent framework is useful for further studies on the role of collectives in enterprising communities, whilst informing their learning, decision-making and leadership.

The paper seeks to argue for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecoms context with task‐driven networking across both internal and external organisational borders.

The research draws upon an integration of organisational learning theory and a relational and contextual branch of experiential learning theory framed as organisational pedagogy. A case study of R&D work serves as the empirical foundation. Four teams were studied through interviews, focus groups, and observations. Data were analysed in interplay between empirical findings and theoretical concepts.

Collective learning does not only occur within the boundaries of well‐defined groups where previously identified. Characterised by distributed work processes and rapid changes in the telecom context, collective learning is associated with individual distribution of tasks, insufficiency as a foundation, a question‐and‐answer space, and the imprints of others in a shared action arena.

Conclusions concern how collective learning can be comprehended. The paper points to the importance of interaction and a shared action arena. The way in which knowledge develops is, to some extent, context‐dependent. This indicates that the characteristics of the shared action arena vary.

Differentiating learning processes has a practical significance for organisations wanting to focus upon competence issues.

This study identified the importance for collective learning of the presence of a shared action arena. The theoretical contribution fills a gap in the understanding of how collective learning arises when moving from face‐to‐face learning within local teams, to networking across both internal and external organisational borders. This contributes to the understanding of how the learning of individuals links with the learning of an organisation.