Search results

The purpose of this study is to consolidate existing research on ‘service networks’ and to frame this literature as a new ‘context for learning’. Research from inter-organizational learning is used to qualify this consolidation and advances from inter-organizational learning are used to operationalize how service network actors in this new context can organize for inter-organizational learning to create more value for themselves and their customers.

By conceptualizing the learning context of a service network and the interrelated dimensions, an overview of the learning challenges for improved service performance is provided.

Inspired by the service triangle, the proposed framework highlights the learning challenges among two or more actors and the knowledge and skills needed for them to organize the service network. To build a collaboration characterized by trust, behaviors associated with transparency and receptivity are argued to be imperative.

The framework can increase the opportunities for inter-organizational learning in a service network. Knowing the learning context and the challenges associated with this learning allows for a more accurate intervention and allocation of resources to improve service network performance.

The novelty lies in the consolidation of the literature of service networks and the extension of the literature on inter-organizational learning hereto.

The purpose of the study is to investigate how the processes of exploration and exploitation have developed in parallel in the literature of organizational ambidexterity and organizational learning, since James March published his seminal paper in 1991. The goal of the paper is to provide a synthesis of exploration and exploitation based on the two areas of literature.

The study is conceptual and no empirical data have been used.

The study advances current understanding of exploration and exploitation by building a new model for organizational ambidexterity that takes into account multiple levels of learning, perspectives from absorptive capacity and inter-organizational learning.

The study’s novelty lies in the creation and discussion of a synthesis of exploration and exploitation stemming from organizational ambidexterity and organizational learning.

The purpose of this paper is to propose how a bottom-up creation of an ambidextrous organization can be enabled. By integrating research on “contextual ambidexterity” and “individual and organizational capacity building”, an “innovation capacity building” framework is conceptualized that suggests how balance between exploration and exploitation can be maintained.

The study is conceptual. As no data are utilized, focus is on discussing the links between the two theoretical perspectives and the advantages of the proposed innovation capacity building framework.

The innovation capacity building framework discusses the influence, both positive and negative, of the local organizational context for ambidexterity, and the interactions required such as feedback between the management team and the employees so they together can build an ambidextrous working culture. A culture in which it is the individual employee that is responsible for switching between activities related to exploration and exploitation and where the management team empowers the employees to do so.

This study focuses on contextual ambidexterity and how contextual ambidexterity can be implemented as a way of working in contemporary organizations. The originality lies in the proposed framework and in the dedicated focus on “how” ambidexterity can be implemented in organizations.

This study aims to investigate the implications of applying critical realism to the study of organizational learning. It considers critical realism as an alternate theoretical science foundation to the domains of empirical realism and social constructivism that characterize most of the field of organizational learning.

This study adopts the approach of a philosophical/conceptual discussion.

This study finds that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda. It requires researchers to study the context in which organizational learning occurs. These two features enable the researcher to propose what the world must be like for organizational learning to occur. Hence, a critical realist foundation moves organizational learning theory a step closer to its theoretical sibling, the learning organization.

This study reveals the potential in applying critical realism to the study of organizational learning and identifies its related strengths.

This study aims to propose a new research agenda for the theories of “organizational learning” and the “learning organization” in relation to the public sector. The research agenda can be used by researchers to make explicit accounts of how and where the results from their studies advance the current state-of-the-art in the intersection between public sector and organizational learning and/or the learning organization.

A combined systematic and bibliometric review methodology is applied based on the research that has been published in the past three decades.

Through an analysis of 238 journal publications obtained from the Scopus database, the authors determine the leading authors, countries, highly cited papers and take the stock of current literature. Similarly, by analyzing papers published between 2010 and 2020, the authors identify current tendencies and emerging themes of organizational learning and learning organization in the public sector and offer avenues for future research.

To the best of the authors’ knowledge, this is potentially the first, fully refereed study published reporting on a bibliometric and a systematic review of organizational learning and learning organization in the public sector.

The purpose of this paper is to inquire into the question: to what extent does the process of establishing radical innovation proposals identify new potential for improved performance? The goal is to determine the types of early stage concepts that are developed, their potential performance impact on the existing business and their potential value to the organization ex ante decision making with respect to choice of projects to pursue.

The authors apply a participatory case study approach combined with a content analysis of data from an idea management system that was utilized by the case organization. The authors build new empirically based theory on the direct and indirect value that emerges by creating new potential concepts to the innovation stream of an existing company.

The authors conclude that three types of performance-improving activities are developed to be exploited during opportunity recognition and concept development, through a disciplined approach to uncovering potential RI projects. These concern existing products and production, as well as the conceptualization of new products to the organization, market and world.

Approaching high uncertainty projects in a disciplined manner can be beneficial to an organization, since knowledge that is directly exploitable to improve performance is identified during the exploration process.

The paper is original since the authors treat the study of innovation as an independent variable. The authors apply a theory-building approach based on empirical evidence that was collected in a real life setting and not in a business school setup. The findings are novel because the authors examine the potential value of radical innovation processes ex ante realization and decision making. Hence, the authors examine what happens before the archetypical performance measurements of realized innovation projects can be utilized to verdict the success or failure.

A Danish researcher reviewed the literature on ambidexterity in order to develop an “innovation capacity building” framework.

The researcher proposed a bottoms-up model based around a feedback loop between the management team and employees.

The theory is that the process enables employees to move to a more ambidextrous culture through an organic process of self-learning.

The author said there was a lack of analysis in the existing literature about the process of creating an ambidextrous culture.