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This paper aims to identify the ethical foundations and principles underpinning the learning organization (LO) concept.

By interviewing one thought leader in the field, Professor Robin Snell, this paper traces how his early days in academia shaped the development of an ethics-driven research agenda on LO.

An ethical perspective advocates the importance of establishing a covenant or constitutional foundation of rights that would enable and empower organizational members at all levels to enact the processes of LOs, thus signifying the importance of employee development and a more sustainable approach for developing LO.

A personal reflection of Robin Snell on his own academic career development and research trajectory offers some insights into how an ethical perspective of LO evolved and flourished as a field of study.

The purpose of this paper is to investigate Peter Senge’s ideas from the perspective of the spiritual ideal of harmony/He (和).

Following a literature review of the conceptualization of Senge’s fifth discipline and harmony, an appreciative case study of Alibaba is adopted to demonstrate the role of harmony in guiding the transformative application of the five disciplines of the learning organization.

In developing as a learning organization, Alibaba is portrayed as having embraced three levels of harmony: person-within-oneself, person-to-others and person-to-nature harmony. The authors identify three equivalencies between Senge’s disciplines and the traditional Chinese ideal of harmony. First, personal mastery and metal models correspond to developing person-within-oneself harmony. Second, team learning and shared vision entail developing person-to-others harmony. Third, systems thinking aligns with person-to-nature harmony.

The case study demonstrates various approaches that can be used to foster the development of person-within-oneself, person-to-others and person-to-nature harmony within an aspiring learning organization.

This paper shows how core values of Confucianism, Taoism and Buddhism, distilled into the Chinese ideal of harmony, can encourage the cultivation of learning organizations.

This paper aims to offer a contextualized and multi-stakeholder perspective for creating a learning organization (LO) 2.0.

Based on a systematic review of the critiques of LO in the past three decades, this paper suggests some possible directions for the development of next-generation of LO (e.g. LO 2.0).

It is suggested that LO 2.0 should adopt a contextualized perspective by considering the social, organizational, cultural and industrial contexts to enhance the success of LO implementation and help fine-tune the universal LO model. Accordingly, LO 2.0 should adopt a multi-stakeholder perspective by incorporating multiple stakeholders during the process of design and implementation under the rationales of counteracting managerial dominance of low-power marginalized employees and mitigating the impacts of increased competition and technology advancement.

This paper provides some practical advice to business practitioners regarding how the practices of LO 2.0 can be adopted.

The study adds to the existing LO literature by further supporting and developing a contextualized and multi-stakeholder perspective to create the next generation of LO.

This study aims to examine how expatriates’ knowledge can be adopted to transform the mental models at the subsidiary level and develop a sustainability-driven learning organization in the context of emerging multinational enterprises (EMNEs).

Through an inductive interpretive analysis of three Haier subsidiaries from developing countries, this study compares between old and new understandings of sustainability and examines how expatriates’ knowledge can facilitate shifts toward the new to foster a sustainability-driven learning organization.

The authors find that subsidiary employees face strategic and operational ambiguity concerning sustainability issues and that a mix of dissemination and reinforcement routines that align with headquarters’ expectations are used to maintain a continuous sustainability-driven learning pattern. Though EMNE subsidiaries may have contrasting understandings of sustainability, expatriate knowledge transfer can help change subsidiaries’ mental models and thus create sustainable capabilities and mindsets that form a sustainability-driven learning organization at the subsidiary level.

This study reveals the potential in applying expatriate knowledge transfer to transforming sustainable mental models in building sustainability-driven learning organizations.

The concept of organizational learning has taken its prominence in the past several decades as a way to achieve competitive advantage. Companies are urged to become “learning organizations” to develop their learning capability for survival and maintaining competitiveness. However, very few studies have addressed the issue of how organizational structure may contribute to organizational learning. This article attempts to bridge the gap in literatures by engaging in a theoretical debate to generate a synthesis of these two concepts.

Purpose – The present chapter discusses how qualitative research can assist in rethinking and transcending the limitations of the notion of one-way knowledge transfer, which is still a dominant ontological paradigm of organizational learning in China.

Approach – The authors first present their critiques of the dominant knowledge transfer research paradigm. Then, using a recent case example, they illustrate how qualitative research, coupled with the alternative ontological paradigm of knowledge translation can provide context-sensitive insights into how cultural barriers and other knowledge boundaries can be crossed and how breakthroughs in knowledge transfer can be achieved.

Findings – Qualitative methods are highly appropriate for understanding complex social processes involving political and cross-cultural dynamics. They are ideal for gathering and making sense of the various perceptions, feelings, assumptions, aspirations, motives, and attributions that are held by members of different groups. They can track the sequence of key events and critical choices, and they can provide insights into the anatomy of social networks and power structures.

Originality/Value – The present chapter highlights the areas where qualitative designs can generate novel and fascinating insights regarding organizational learning in China. The authors argue that if researchers are interested in the diversity of conditions, in knowledge creation, and in the emergence of new practices within unique contexts, then they would be well advised to adopt qualitative designs.

This paper seeks to examine how foreign subsidiaries of MNCs can acquire new local knowledge by focusing on two intra-organizational factors of learning mechanisms and formative organizational context.

A mail survey was carried out with top managers among manufacturing subsidiaries of multinational corporations (MNCs) located in Hanoi, Vietnam and Guangdong province of China. In total 123 completed questionnaires from MNCs in Hanoi and China were received.

The results suggested that training and mentoring and formative organizational context has positive association with knowledge acquisition. However, three interaction terms between learning mechanisms (experimentation, socialization, training and mentoring) with formative organizational context are significantly related to knowledge acquisition. Besides, the authors also found a positive and significant association between knowledge acquisition and subsidiary performance.

Building a formative organizational context directly promotes knowledge acquisition and increases the effectiveness of more informal learning mechanisms. Besides, a learning mechanism may work differently in different contexts, and foreign managers need to be aware of when to apply what mechanisms.

The paper argues that the alignment between organizational context and organizational learning mechanisms can help the foreign subsidiaries acquire new knowledge and improve subsequent performance. Local knowledge acquisition in MNCs should be conceived as a deliberate and managed act, requiring a careful selection of both formal and informal mechanisms supported by appropriate contextual conditions in foreign subsidiaries.

As proposed by Brandenburger and Nalebuff (1996), the concept of coopetition which highlights the coexistence of both collaborative and competitive forces in interorganizational settings aims to provide a new way of thinking for accelerating the innovation process and generating greater value. However, despite such recognitions, our understanding about how coopetition can help facilitate the innovation process in small and medium enterprises is rather limited. This should warrant a separate stream of research on this issue. Drawing on the concept of effectuation, we will explore the coopetitive innovation process in entrepreneurial firms. Sarasvathy (2001) proposed five principles embedded in the effectuation decision-making process of entrepreneurship. This process starts with a given set of means and controllable goals, followed by interactions with other stakeholders until they are all committed. The final stage leads to the creation of new products and services. The first two stages, means and goals, are the preparation stage in which an entrepreneurial firm distinguishes itself from large established corporations and establishes a base to leverage its contingency according to existing means and acceptable losses. After that, the effectuation process enters into the interaction and commitment stage during which the firm seeks relationships with stakeholders. We argue that the coopetitive forces can appear in the interaction and commitment stages to enlarge and capture value for the entrepreneurial firm involved.