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As a learning theory, the continuous improvement (CI) discourse has benefited countless manufacturing enterprises to improve and adapt their methods of production. As one of the pillars of total quality management, it has generally included a range of dynamic concepts from high involvement teamwork and production enablers, to other social and technical capabilities such as innovation techniques. Such methodologies have been promoted in the literature as potential manifestos that can transform existing capabilities from simple representations of capability, to dynamically integrated ones (often labelled “full CI capacity”). The latter term in particular deserves more attention in the literature. Since CI techniques cannot be separated from organisational learning methodologies, it follows that CI methods should underpin holistic learning. This paper explores whether CI methodologies have advanced far enough to be considered as integrated and holistic in their own right. If not, it follows that new theories, challenges and discourses should be considered for exploration in the CI literature.

This paper highlights the importance of creating a learning culture for strategic partnering in construction. Theories of organizational learning and strategic partnering are interpolated to identify the related attributes that help to relate and intertwine the two concepts. With the emergence of a learning culture, organizations are able to undergo the transition from no organizational learning to integrated organizational learning, which in turn reinforces the embedded culture. Since learning from experience, continuous improvement and a learning climate are pre‐conditions for a learning culture, three models are presented respectively in dealing with issues relating to these conditions. These models help to attain strategic partnering.

The purpose of this paper is to propose a new model to show how continuous joint learning of participant organisations improves project performance. Performance heterogeneity between collaborative infrastructure projects is typically examined by considering procurement systems and their governance mechanisms at static points in time. The literature neglects to consider the impact of dynamic learning capability, which is thought to reconfigure governance mechanisms over time in response to evolving market conditions.

There are two stages of conceptual development. In the first stage, the management literature is analysed to explain the standard model of dynamic learning capability that emphasises three learning phases for organisations. This standard model is extended to derive a novel circular model of dynamic learning capability that shows a new feedback loop between performance and learning. In the second stage, the construction management literature is consulted, adding project lifecycle, stakeholder diversity and three organisational levels to the analysis to arrive at the collaborative model of dynamic learning capability.

The collaborative model should enable construction organisations to successfully adapt and perform under changing market conditions. The complexity of learning cycles result in capabilities that are imperfectly imitable between organisations, explaining performance heterogeneity on projects.

The collaborative model provides a theoretically substantiated description of project performance, driven by the evolution of procurement systems and governance mechanisms. The model’s empirical value will be tested in future research.

New product development (NPD) in food‐processing industries is often one element which determines whether companies are able to remain competitive in rapidly changing consumer markets. Current research suggests that well‐managed NPD should be organized as a continuous learning process. It should have strong information linkage across functions and outside the company to suppliers and customers. We examine NPD in Thailand’s food‐processing industry to determine how much it conforms (or not) to current thinking. Generally, only some multinationals and a few larger Thai companies make some attempt to integrate information from a wide knowledge base into their NPD. Even the ones that do it well by Thai standards still have some problems. Existing models of NPD are not very explicit on how information flows should be structured. From our examination of NPD in Thailand, we propose a model based on the continuous learning process in NPD. It suggests how to accumulate and integrate learning (about customers, technology, and NPD itself) across key internal functions (marketing, R&D and manufacturing).

The aim of this study is to develop a framework for the implementation of a Supplier Kanban System.

The research was conducted within a factory focusing on the warehousing and supplier-related operations using an action research methodology.

The study period spanning over six years was aimed to reduce the inventory and the manpower required to manage this inventory. This initiative led to a substantial average savings of more than 500,000 Malaysian ringgit annually.

The focus of the study is on a framework for implementing a Supplier Kanban System in a small or medium-sized company within the automotive industry.

This framework is designed to be self-sufficient such that the members of the organisation can use it without the help of external experts or consultants.

Reduction in inventory stored in the warehouse, the amount of redundant work carried out by the employees and other non-monetary improvements which are difficult to monetise resulted in a much better work environment and happier employees.

The change in the paradigm of the manufacturing value chain affects the Tier 1 and 2 suppliers in Malaysia. The lines and value chains posing challenges to the suppliers have brought the idea of the Supplier Kanban System. The Supplier Kanban System adopted the action research cycles and continuous learning cycles, and this process was documented and developed as the Framework for the Implementation of a Supplier Kanban System.

Technology‐based learning (TBL) provides a flexible learning approach to support the knowledge and skills base within an organisation. TBL also creates an interesting learning environment to motivate continuous learning. Emphasis is on the engineering design environment due to the continuous need for engineers to keep updated with current engineering information, knowledge and technologies. With the greater work demands placed on the engineer and less time to learn in, a more self‐directed learning approach is required. TBL tackles the increasing need for immediate learning and self‐directed learning. By establishing an effective learning environment, the engineers can use their own initiative and take responsibility for their own training and learning requirements. This is beneficial to organisational learning as well as the individual’s self‐development. The effects of TBL on the design engineer and the organisation are investigated.

Parallel with increasing awareness of importance in learning during the last few decades, numerous theorists from various disciplines have tried to shape ideas concerning learning seen from their perspectives. One negative consequence of these efforts has been observed as increased confusion and disputes among the theorists as well as practitioners due to “lacking of common ground” in their search on learning. Hence, the aim of this paper is to explore some critical aspects of learning, among others, root thinking, meaning of learning, nature, processes and outcomes of learning in order to identify possible common ground(s) in between various schools of thought.

Through a literature survey the characteristics of learning in terms of the processes, the nature and the outcomes of learning are investigated. Besides the chosen contemporary literature on learning, ideas and philosophies of John Dewey (1859‐1952) and Confucius (551‐479, BC) have been explored in order to identify possible root thinking in the West and in the East.

It is found that not much new knowledge has been accumulated since Confucius and despite multiple schools of thought in current research, the majority of western theorists base their ideas on Dewey's thinking. The meta learning wheel has been suggested to be a common ground for learning.

The originalities of this paper are: both contemporary as well as classic literatures in learning are investigated; both Western and Eastern literatures are investigated.

This scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.

Arskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).

Coburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.

By using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.

The practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.

Despite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.

This paper aims at explaining the design process of a learning model targeting potential entrepreneurs with no technical or business expertise aiming to develop sustainable business models in deprived areas. The case that the paper explores focuses on experiential learning and learning in adulthood to design a learning model that considers context and socio-demographic characteristics, makes clear the interconnections between sustainability principles, entrepreneurship rationale and design methodologies and includes actions and processes of reflection and contextual interaction.

Following a recursive argument, the paper applies design research methodology (DRM) to systematically design the “transformative innovation model” that Product Co Creation Centers (PC3) from the University of Twente (The Netherlands) has developed.

Building on Kolb’s cycle of experiential learning, the result of applying DRM is a learning cycle of confrontation, observation, practice and application. The proposed learning model is applied to a specific setting in Colombia, allowing to verify and validate whether the learning model leads to the expected outcomes. It is argued that an interdisciplinary approach, a focus on feedback loops and the consideration of the context are important elements for addressing and transforming complex problems related to sustainable development from the bottom-up.

This paper contributes to academic research in management emphasizing a solution-finding approach based on a prescription-driven research process, informed by design science research.