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The purpose of this paper is to evaluate key criteria underpinning network-facilitated green innovation capability development in micro-firms.

Micro-firms, those firms with less than ten full-time employees, need to continuously innovate in order to sustain their business in the emerging green economy. This study uses an interpretive multiple case approach to explore micro-firm owner-manager (O/M) green innovation activities, encompassing O/M views on facilitated network engagement in Ireland and Canada over a 12-month period.

The findings show that proactive implementation of green innovation is influenced by the O/M’s natural environment orientation and the potential for economic gain, while facilitated networks provide an additional resource that the O/M can draw from that allows the O/M to test new ideas, comprehend new and existing legislation and identify potential supports in pursuit of green innovation capability development within the micro-firm.

This study offers a contribution to knowledge in the areas of green innovation, micro-firm capabilities and facilitated network engagement. However, the sample size is small and distance was a challenge, yet data and case protocols are in place which allow for replication of the study. As the research is embedded in the resource and capability theories, alternative theoretical frameworks may shed a different light on the research question.

Prior studies have found that facilitated networks have a positive impact on micro-firm sustainability as these networks enhance the firm’s constrained resource base. The proposed framework can be used as a guideline for support organisations including facilitated networks in assisting micro-firms in reaching their green innovation goals and objectives. It can also be used by micro-firms in the attainment of the green innovation capability.

This paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, does an external learning intervention influence how strategic learning plans are embedded in small firms?

Insights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.

Findings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.

This study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.

The study will be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.

The research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

This paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, how are strategic learning plans embedded in small firms?

Insights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.

Findings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.

This study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.

The study may be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.

The research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

This study explores how individual, dyad and team levels of learning interact in public healthcare medical teams.

A single interpretive case study is carried out in the public Health Service Executive (HSE) in Ireland, involving three rounds of semi-structured interviews with non-consultant hospital doctors (NCHDs), supported by relevant professional documentation and researcher log entries.

An experience hierarchy, interpersonal relationships and social dynamics form the backdrop to learning interactions within public healthcare medical teams. Individual and team learning primarily occur in informal settings where interpreting and developing understanding takes place either in dyads, small groups or with the whole team. NCHD learning may vary depending on how effectively they build interpersonal relationships, take advantage of informal learning opportunities and manage the social dynamics within their team. Willingness and confidence to share insights and asking questions are triggers for individual and team learning.

As a single case study focused on the HSE NCHD individual and team learning experience, this research study represents a relatively small exploration of individual and team learning interplay in the public healthcare medical team environment. The development of learning theory in this domain presents an intriguing avenue of further research, including observation of interactions within a team.

The findings have practical relevance to those who are interested in the effectiveness of post-graduate/ NCHD learning in the public healthcare system. Interpersonal relationships and social norms play strong roles in how interaction and learning occurs in a team. These findings highlight the challenge of ensuring consistent quality across individual NCHDs or across hospital sites when training is heavily influenced by the approach of senior colleagues/ consultants to their more junior colleagues and the degree to which they take an active interest in NCHD learning.

The proposed learning framework is a key theoretical contribution, which draws upon the multi-levels of learning and provides greater insight into how individual, dyad and team learning interact in public healthcare medical teams when managing patient care. The findings have practical relevance in how to facilitate effective teamwork and learning interactions and for those who are interested in the consistency and quality of the training experience for NCHDs.

This paper aims to develop a framework of executive capability for innovation in the Irish seaport context.

The paper uses an approach based on a critical review of literature. The paper takes the form of a critical review of academic literature, focussed by dynamic managerial capabilities theory. Specifically, the work of Lawson and Samson (2001) is drawn on to frame executive capability for innovation.

The framework proposes that the executive capability for innovation in the Irish seaport sector emerges as a dynamic managerial capability. The framework is dynamic in nature with environmental feedback loops inhibiting and enabling executive capability development. Supply chain innovation emerges from the framework based on an interpretation of executive capability emerging from Lawson and Samson (2001).

The paper is entirely conceptual in nature. Future empirical research taking a qualitative approach is necessary. Further, an alternative theoretical perspective to that of dynamic managerial capabilities would offer new conceptual insight.

The paper contributes to executive practice through providing a framework of executive capability for innovation facilitating dialogue between executive practitioners and academic theory. Policymakers are challenged to contemplate the framework as a means of transforming competitiveness in an industry identified as foundational to Irish economic development.

The paper contributes to an emerging area of interest in the academic literature in the area of executive capability for innovation. Specifically, the paper argues the unique contextual nature of executive capability for innovation in the context of the seaport industry.

The purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment.

This paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice.

Findings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor.

These findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.

This chapter explores the perceived impact of strategic learning plans on growth-focussed small service firms from the owner-manager’s (OM) perspective. Adopting a social learning lens, the study employs the action research method, involving three cycles performed over a 12-month period wherein the authors studied the co-created design and implementation of a strategic learning plan in each of the three participant firms. Findings present insights into the ways in which firms that wish to grow can be facilitated to learn strategically. A contextualised approach involving OMs in both design and implementation resulted in openness to the formal planning process. Notably, OMs may impede growth depending on their learning orientation, planning perspective, and their ability to delegate tasks. Over time, the OMs honed their reflective skills to the benefit of organic learning strategies. There was a distinct preference for social learning, and a perceived need for external monitoring to sustain plan momentum. The proposed framework offers a process for embedding a strategic learning approach in order to leverage strategic position. It also highlights the value of considering and evaluating OM perceptions of their own learning activities and the impact that these perceptions may have on the enactment of enabling policies to promote growth in their firms.

The purpose of this paper is to discuss a resource‐based approach for exploring micro‐firm management practice, as informed by the relevant literature. Specifically, the paper analyses available literature and catalogues micro‐firm and managerial competence criteria in pursuit of managerial insights in this environment.

A comprehensive literature review precedes the conceptualisation of micro‐firm management practice.

Literary findings suggest that, considering micro‐firms' internal resource constraints, minimal environmental power, and owner‐centred culture, it is vital for these organisations to embed their valuable resource in their core business strategy, to ensure survival in the longer term. Furthermore, there is an assumption that knowledge must be used optimally within the micro‐firm by developing the analytical and critical skills of individuals, groups and the entire organisation so as to sustain and grow these firms' competitive advantage. Having identified and catalogued a range of factors that impact micro‐firms, the authors propose a “resource taxonomy of micro‐firm management practice”, which establishes factor interaction and the interrelationships between each resource in this environment. The purpose of this taxonomy is to assist in the analysis of management practices in the micro‐firm milieu.

The authors go on to discuss taxonomy implications for micro‐firm training policy and propose further exploration of micro‐firm management practice and resource‐based research in this environment.

Academic research, which focuses specifically on the micro‐firm, has historically been rare, despite multiple calls to study these firms in their own right. By proffering a “resource taxonomy of micro‐firm management practice”, the authors seek to inform this neglected research area.

The paper has been developed from a critical review of available literature drawn from the micro firm, managerial capability and innovation management fields. The paper aims to address these issues.

The paper has been developed from a critical review of available literature drawn from the micro firm, managerial capability and innovation management fields.

Four criteria of micro firm managerial capability emerge from micro firm managerial traits in the literature namely, leadership; strategic thinking; problem solving and people relationships. The review also shows that micro firms are embedded in three resource pools which include stakeholder ties; the local community and the proximate market environment. Micro firm managerial capability is argued to emerge from the interaction of the managerial capability criteria and the resources in a process mediated by the resource based and dynamic capabilities perspectives from the strategic management literature.

A gap in the academic literature is identified and the proposed theoretical model is presented to address this deficiency in the literature. Future empirical research is recommended.

This proposed model will allow practitioners to better conceptualise and design programmes that will assist companies in developing managerial capabilities to innovate. Deep links between hotel industry practitioners and the academic community will enable the effective dissemination of the research.

Hotel micro firms play an important social and economic role. There has been little research into how they innovate and specifically into managerial capability for innovation in context. The present research uses conceptual research to map the field and identify critical avenues for future research.

This study tracked rural network activity among regional stakeholders, including government supported agencies, educational institutes, indigenous business representatives, economic support organizations and rural community groups. It explored the relationships that exist between regional stakeholders in a collaborative rural network environment, offering insights into the relationship dynamic between stakeholder organizations.

A longitudinal case study method was utilized to identify the component elements of regional stakeholder network engagement.

Communication, resource sharing and prolonged social interaction were found to be key elements in promoting stakeholder trust. Furthermore, proactive stakeholders improve commitment to network relationships over time. A cyclical flow of these criteria is necessary for congruent understanding to develop between the stakeholders resulting in collaborative network engagement.

Limitations include stakeholder willingness to participate in the research study, potential participant and researcher bias and the possibility that certain features may be particular to the observed network.

The current research demonstrated that stakeholder engagement cannot be assumed in a rural network environment, thus the implementation of the network paradigm into national strategic plans for rural regional development is recommended.

This research contributes to the under-developed area of regional stakeholder network engagement and provides a basis from which to consider the relationships that exist between regional stakeholders in a rural network. A key outcome is the development of a Framework of Regional Stakeholder Network Engagement, which offers insight into how committed network relationships evolve and highlight the factors that promote and hinder sustainable regional stakeholder engagement.