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Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

Organizational resilience, defined by a firm’s speed in reaching a dynamic equilibrium after a shock and after the shocks are absorbed, and crisis management are critical in a global crisis. The concept of resilience is increasingly used in the economic press; nevertheless, few studies demonstrate empirically how firms became resilient and the lessons to be learned from it. Traditionally, the concept of resilience is approached as resistance in the face of a crisis. The authors go further by showing three-loop learning, which is part of a logic of innovation and regeneration. This study aims to examine how a business can regenerate itself by effectively managing the external threats and disruptions caused by a crisis. Also, this study deepens knowledge on learning process. The double-loop learning process is known in the literature as enabling firms to learn from unexpected events and react accordingly. The findings point out a third loop implying the co-invention of a new business model and a collective mindfulness of changes made.

Using longitudinal data, the authors investigate how the global crisis affects merger negotiations between two companies. This study analyzes the period of dialogue (negotiation) between the two entities with a view to carrying out a merger and then their withdrawal from the project during the pandemic, reshuffling the cards for each company. The negotiation period is not normally disclosed because of its highly confidential and strategic nature and it is therefore difficult for researchers to access merger operations at the negotiation stage. From this viewpoint, this case study was chosen because of the availability of generally inaccessible documentation.

This in-depth case study provides new insights on organizational resilience and the recovery capacity of a firm. The results underline four main triggers that a firm should develop in facing a major crisis: skills; credits; previous and historical relationships; and corporate culture. Recovery capacity depends on reactivity, flexibility, learning and regeneration. Finally, this study points out a three-loop learning experience that can be understood as a learning process in two steps to generate lasting and adaptive changes.

The limitations are those concerning a single case study.

This study highlights the ability to deal with unexpected events. First, this work identifies concrete items that can be perceived by managers as elements enabling a firm to develop resilience. Second, the results show main elements enabling this capacity as reactivity – both companies react quickly and effectively to disturbances to limit the impact on their performance; or flexibility – firms adapt their business model to deal with disruptions. Third, this work underlines a learning capacity process in three steps to recover capacity. This process stimulates creativity and innovation by the teams and stakeholders by placing them at the heart of the change.

This case provides a vivid illustration of firms’ adaptation to a rapidly evolving context because of a global crisis. Theoretical concepts and empirical findings from the literature are combined to present a single consistent picture.

The impact of the sharing economy on traditional businesses has largely been analysed from both company and consumer perspectives. In the case of the latter, scholars have produced a rich field of research into different aspects of consumer behaviour and the way it is reshaped in these alternative consumption patterns. This study aims to provide a systematization of these studies and to develop a model for consumer behaviour in the sharing economy.

Following a three-step approach, a systematic literature review has been performed to analyse and classify 108 scientific papers about consumer behaviour in the sharing economy.

Four main research topics came up from the analysis: sharing approach, consumption pattern, post-purchase behaviour and sustainability. Basing on these clusters, the double-loop model of consumer behaviour in the sharing economy is presented and discussed.

The research allows to provide scholars and practitioners with the state of the art on consumer behaviour in sharing economy and to draft future research avenues to orient research and practice in the field.

The purpose of this study is to examine the effects of sensitization on the metallurgical characteristics of weld joints made up of austenitic stainless steel (AISI 316L) and ferritic stainless steel (AISI 430), using the gas tungsten arc welding (GTAW) process with ER316L filler wires.

A non-consumable tungsten electrode with a diameter of 1.6 mm was used during the GTAW procedure. The filler wire, ER316L, was selected based on the recommendation provided in literature. To explore the interconnections among the structure and properties of these weldments, the techniques including scanning electron microscopy and optical analysis have been used. In addition, the sensitization behaviour of the weldments was investigated using the double loop electrochemical potentio-kinetic reactivation (DLEPR) test.

Microstructural analyses revealed the occurrences of coarsened grains with equiaxed columnar grains and migrating grain boundaries in the weld zone. The results of the DLEPR test demonstrated that heat affected zone (HAZ) of AISI 430 was more susceptible to sensitization than HAZ of AISI 316L. Microstructure analysis also revealed the precipitation of large amounts of chromium carbide at the grain boundaries region of AISI 430 welded steel, causing more sensitization and, as a result, more failure or breaking at the side of AISI 430 weld in the dissimilar weldment of AISI 316L–AISI 430.

The present work has been carried out to determine the appropriate welding conditions for joining AISI 316L and AISI 430, as well as the metallurgical properties of the dissimilar weldment formed between AISI 316L and AISI 430. Owing to the difficulties in measuring the performance of these types of dissimilar joints given their unique mechanical and microstructural characteristics, research on the subject is limited.

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.

Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.

The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.

This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?

Organizations use innovations and respond to external pressures, creating a transition to the sociotechnical system. In their transitions, they interact with the environment and undergo adaptation-selection. The extant literature used a multilevel perspective (MLP) with a structural view and examined dynamics and transitions (phenomena) in a noninterventionistic setting. This study aims to examine the dynamics and phenomena with a microstructural or functional view and expand the MLP; this paper uses neo-institutionalism and human values as part of the functional view. Moreover, when the authors examine the phenomena in an interventionistic setting, they can obtain certain unique dynamics and their influence on the phenomena.

The authors need to examine the phenomena in its setting, so this paper selected a case study, Indian electricity generation. For diverse heuristic and analytic views, it selected two Indian states.

The findings from the functional view showed that organizations exhibit certain traits of neo-institutionalism and human values, which mediate their responses (behavior) to external pressures. Additionally, due to the interventionist state, their dynamics use shaping instead of selection logic for innovations, which decides the transition pathway selection (technology adoption). It further decided the extent to which innovations cumulate as stable designs. As a result, the responses and the transition provide benefits in the short term while invariably failing in the long term.

By selecting cases with higher investments in renewable energies and combustible fuels, the authors can expand the functional view to include user typologies such as producers, intermediaries and citizen groups and obtain further insights into transitions.

The study highlights the generation dynamics specific to Indian electricity generation and its transition pathways. The study’s outcome provides insights to researchers and practitioners in formulating policy changes and transforming electricity generation.

The study uses a functional view comprising neo-institutionalism and human values and expands the sociotechnical transition theory. In addition, selecting an interventionist setting provided insights into dynamics specific to organizational behavior and associated services. Finally, the obtained insights offer suggestions for technology development to better manage transitions with adaptation-selection.

This paper aims to examine dissimilar joints for various applications in chemical, petrochemical, oil, gas, shipbuilding, defense, rail and nuclear industry.

This study examined the effects of cold metal transfer welding on stainless steel welds for 316L austenitic and 430 ferritic dissimilar welds with ER316L, ER309L and without (autogenous) fillers. The microstructural observation was done with an optical microscope. The mechanical test was done to reveal the strength, hardness and toughness of the joint. The electrochemical polarization tests were done to reveal intergranular and pitting corrosion in the dissimilar joints.

This microstructural study shows the presence of austenitic and ferritic phases with vermicular ferrite for ER309L filler weld, and for ER316L filler weld specimen shows predominately martensitic phase in the weld region, whereas the autogenous weld shows lathy ferrite mixed with martensitic phase. Mechanical test results indicated that filler welded specimen (ER316L and ER309L) has relatively higher strength and hardness than the autogenous weld, whereas ER316L filler weld exhibited the highest impact toughness than ER309L filler weld and lowest in autogenous weld. The electrochemical corrosion results displayed the highest degree of sensitization (DOS) in without filler welded specimen (45.62%) and lower in case of filler welded specimen ER309L (4.95%) and least in case of ER316L filler welded specimen (3.51%). The high DOS in non-filler welded specimen is correlated with the chromium carbide formation. The non-filler welded specimen shows the highest pitting corrosion attack as compared to the ER316L filler weld specimen and relatively better in ER309L filler welded specimen. The highest pitting corrosion resistance is related with the high chromium content in ER309L composition.

This experimental study is original and conducted with 316L and 430 stainless steel with ER316L, ER309 and without fillers, which will help the oil, shipbuilding and chemical industries.

The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.

The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.