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In this “Info-plosion” era, recommendation systems (or recommenders) play a significant role in finding interesting items in the surge of online digital activity and e-commerce. The purpose of this paper is to model users' preference evolution to recommend potential items which users may be interested in.

A novel recommendation system, namely evolution-learning recommendation (ELR), is developed to precisely predict user interest for making recommendations. Differing from prior related methods, the authors integrate the matrix factorization (MF) and recurrent neural network (RNN) to effectively describe the variation of user preferences over time.

A novel cumulative factorization technique is proposed to efficiently decompose a rating matrix for discovering latent user preferences. Compared to traditional MF-based methods, the cumulative MF could reduce the utilization of computation resources. Furthermore, the authors depict the significance of long- and short-term effects in the memory cell of RNN for evolution patterns. With the context awareness, a learning model, V-LSTM, is developed to dynamically capture the evolution pattern of user interests. By using a well-trained learning model, the authors predict future user preferences and recommend related items.

Based on the relations among users and items for recommendation, the authors introduce a novel concept, virtual communication, to effectively learn and estimate the correlation among users and items. By incorporating the discovered latent features of users and items in an evolved manner, the proposed ELR model could promote “right” things to “right” users at the “right” time. In addition, several extensive experiments are performed on real datasets and are discussed. Empirical results show that ELR significantly outperforms the prior recommendation models. The proposed ELR exhibits great generalization and robustness in real datasets, including e-commerce, industrial retail and streaming service, with all discussed metrics.

The purpose of this article is to analyse the evolution of the concepts of organizational learning and the learning organization and propose guidelines for the future..

The evolution of organizational learning and the learning organization is analysed in the light of the three‐stage model of the evolution of concepts developed by Reichers and Schneider in 1990.

Based on the aforesaid model, the authors positioned these topics at the beginning of the second stage of evolution, a period characterised by evaluation and the attempt to add to the comprehension of concepts through empirical research and conceptual clarification. Faced with this finding, the authors argue that the development and consolidation of concepts is mainly a question of researchers' responsibility and suggest some key areas to guarantee their progress and their general acceptance in the future.

The use of a concept's life cycle stage model as a framework to analyse evolution of the concepts of organizational learning and the learning organization that allows comprehension of their pattern of development and, in consequence, provides a consistent basis to propose guidelines for their future development.

The purpose of this paper is to synthesize the learnings from prior interviews with thought leaders in learning organization conceptual development. Prior interviews with Karen Watkins, Victoria Marsick, Michael Marquardt, Bob Garratt and Peter Senge are included in the summary, which is an interim step as The Learning Organization continues to explore the learning organization history and evolution.

The paper summarizes prior interviews to uncover commonalities and differences in the development and evolution of the learning organization concepts as described by thought leaders.

Both commonalities and differences exist in definition, development of theory and resilience since original publication. Common threads in concept develop appear across the authors mainly in influences by Revans, Argyris and Schön. Differences also exist in how each author developed learning organization constructs.

The synthesis reveals that although the learning organization may have differing definitions, there are commonalities that tie some concepts together. Additional interviews will be continued in the exploration of the learning organization evolution.

The purpose of this paper is to develop a conceptual model that explains how learning processes at the team level connect with individual and organizational levels of learning in technology-based ventures, thereby influencing the evolution of innovation capabilities in the entrepreneurial process.

The 4I organizational learning framework is used as an overarching theoretical structure to acknowledge entrepreneurial learning as a dynamic process that operate on multiple levels in technology-based ventures. Embedded in this logic, research on team learning is integrated into this theorizing to examine how learning processes at the team level bridge and connect with learning processes operating at individual and organizational levels.

The conceptual model identifies different sets of team learning processes critical for the routinization and evolution of innovation capabilities in technology-based ventures. In this respect, the conceptual model advances the scholarly understanding of entrepreneurial learning as a dynamic process operating across multiple levels in technology-based ventures.

By conceptualizing how individual streams of experiences over time become institutionalized via interaction, conversation and dialogue, the paper provides novel insights into the critical role of team learning for bridging individual and organizational levels of learning in the entrepreneurial learning process.

This paper aims to explore team learning processes used by soccer players in a professional training context by focusing on their identification and evolution for 22 months.

A soccer team from a professional academy participated to this study based on six training sessions. Qualitative data on training sessions were collected. Data analysis followed four steps: reporting the game timeline and behaviours connected to each situation; coding verbal data by delineating meaningful units of activity; classifying meaningful units of activity according to team learning processes derived from previous studies; and providing a temporal graph representing occurrences of team learning processes at each training session.

Results showed that soccer players used 13 team learning processes during training sessions. Two processes are mainly mobilized to visualize the situation and to plan. A temporal graph was edited to represent processes evolve over training sessions. The latter illustrated a stability in team learning processes mobilization during the 22 months follow-up.

This study complete knowledges about team learning by providing a fine-grained understanding of how players learn in teams and how team learning processes evolve over time.

This paper can help practitioners who manage teams in high temporal pressure situations to design adapted training programs.

This exploratory study highlights that the team learning processes usually mobilized “off-field” could also be used by team members in high temporal pressure situations, “on-field”. This study offers an original longitudinal approach that fits with some recent calls for contribution about team activity and could benefit to other research fields.

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

The purpose of this paper is to increase understanding of project portfolio management (PPM) capability evolution, in order to guide the implementation and ongoing development of robust capabilities.

This research adopts a dynamic capabilities perspective and draws on organizational learning theory to investigate the path‐dependent nature of PPM implementation and development. It employs a multiple‐case study of six organizations.

Each of the case organizations reported a high level of evolution and change within their PPM capabilities, both purposeful and unintended. Potential “fragilities” are identified, such as the emergence of a “success trap” that inhibits explorative innovation and difficulties in stopping poor projects to reallocate resources. Based on findings from the literature and the multiple‐case study, a capability maturity model is proposed to assist in the development of robust PPM capabilities that will continue to evolve and stay relevant in dynamic environments.

The research is based on six organizations and may not be representative of all environments. The proposed maturity model has only been used in initial trials to evaluate capability maturity, and its use in guiding capability development has not been studied. Further research is required to test and evolve the maturity model.

The maturity model will be of interest to managers as a tool to analyze PPM maturity and identify areas for further development or to guide new PPM implementations.

The proposed maturity model extends existing maturity models by incorporating organizational learning capabilities, by recognizing antecedents for maturity stages that build upon other capabilities, and by including steps to recognize and avoid potential “fragilities” and to ensure robust PPM performance over time.

The purpose of this paper is to describe a retrospective reflection over unconscious, emergent learning among employees of an organization and to suggest how to capture these moments of experiential learning for future organizational learning.

Action research in organizations is undertaken in interaction with the employees of the organization studied. The outcome is characterized by a deep understanding of the individuals as well as of the course of events in the system. The paper therefore applies action research, focusing on the experiential learning from daily actions in the case organization at Volvo Cars’ production plant in Sweden.

The conclusion is that an evolution toward a learning organization, as exemplified by the case studied, is not identified until after it actually happens, i.e. in retrospect. It is suggested that the competence build‐up recognized in retrospect should become an integral part of future educational programs. The multidisciplinary competence established should also be considered when teams are set up for new projects.

Future strategies for capturing learning are provided and summarized, to structure the capturing of learning as it takes place in the daily operation, to identify the individuals who initiate changes and let them act as learning ambassadors, to integrate multidisciplinary competencies in the early stages of projects, and to facilitate multidisciplinary cooperation along organizational processes, within and between firms.

The paper's contribution is the identification of and reflection about emergent learning that takes place in daily work tasks. It also provides suggestions for future strategies of capturing these experiential learning occasions.

When considering an agreeable development a realistic attitude towards presumed options is to be taken. Two prerequisites in particular prove necessary: first, a realistic model of man in his world, and second, a pragmatic philosophy to evaluate the given facts towards an appropriate, sustainable strategy of action. Mere tradition, wishful thinking, emotion, just hopeful illusions or escapism will not help. A responsible, guided attempt to control change is needed. Man, the dominant factor for the evolution of the life sphere has no other choice than consciously using his capacity to understand and to decide responsibly on his future.

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.