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In today’s digital age, technology is advancing at an unprecedented pace, and businesses that fail to keep up risk falling behind their competitors. This requires not only investing in technological resources but also creating a culture that values and encourages women in technological learning and innovation in the tourism and hospitality sector. This study aims to investigate the consequences of organizational learning on firm innovation directly and indirectly with cultural and technological perspectives.

The study carries out a quantitative approach, and data is collected from 398 women entrepreneurs from Thailand’s tourism and hospitality sectors. The statistical software Smart-PLS was used to analyze the data.

The findings revealed that organizational learning (the learning orientation and learning process) significantly influence firm innovation and organizational culture. Organizational culture also significantly mediates learning orientation, learning process and firm innovation, while learning leadership was found to be insignificant in relationship with organizational culture and firm innovation. However, technological knowledge has a significant moderating influence between organizational culture and firm innovation.

This study’s focus on the role of learning practices among women-owned small medium enterprises is a valuable contribution to the literature on innovation and entrepreneurship. These provided dimensions that can be helpful for women entrepreneurs to enhance firm innovation. The study shed light on the importance of diverse kinds of learning practices that change the patterns of innovation. This study also provides directions to practitioners to develop and implement business innovation strategies from women’s perspectives.

This paper aims to study the learning-by-exporting effect among small-to-medium-sized enterprises (SMEs). Specifically, the authors propose a dynamic perspective and suggest that learning-by-exporting is duration-dependent and contingent upon the born global internationalization strategy. In earlier phases of export activities, exporting has had a strong positive effect on SMEs’ innovations, which, however, diminishes over time. This inverted U-shape effect is even more distinct for born global firms.

The authors used longitudinal data with 1,689 Canadian SMEs to test their hypotheses. A two-stage instrumental approach is used to take into account the endogeneity of the born global international strategy on new product innovations.

Born globals learn faster at the early stages of exporting but also restrain their innovations more strongly than gradual internationalizers in the longer run, leveling out the initial learning advantages of newness. Thus, this study suggests that born globals have a significantly different learning trajectory than gradual internationalizers.

To maximize the benefits of exporting on innovation, managers should focus on learning during the initial years of exporting. However, once this period has passed, it is advisable for managers to invest in research and development as well as other innovation activities to complement the learning effect of exporting. Born global firms experience more rapid learning at the initial stage of exporting, but such learning effects wear off quicker later than gradually internationalized firms. For SME managers, this study helps draw their attention to the learning benefits of exporting in the initial years of export participation.

This study corroborates recent studies arguing for a “learning-by-exporting” effect. Providing longitudinal firm-level evidence, the authors also forward a dynamic perspective and show that learning by exporting is duration dependent and contingent upon the market entry strategy pursued by SMEs.

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

In this study, the authors use the actor-network theory (ANT) as a theoretical framework to better understand constructing learning as part of the networking process to produce innovations. Focussing on the antecedents of innovation within three teams in an engineering company, the authors propose a framework to enhance understanding of the innovative processes. The authors apply ANT to examine how informal learning is distributed amongst human and non-human actors.

Based on 27 interviews in a large Australian engineering company, the authors' qualitative investigation shows that innovation can have very different antecedents. The authors mobilised ANT as the authors' vantage point to explore inanimate actors and their effect on social processes or, more specifically, networks and informal learning.

The authors propose a framework to better understand innovative processes by exploring the network aspects of non-human actors and their connection to learning. More specifically, findings contribute towards a more granulated understanding of how networks, learning and non-human actors contribute towards innovations in organisations.

This study has three significant implications for managers and organisations looking to improve their innovation processes. Firstly, fostering open communication is essential for developing successful innovation processes. Secondly, a close relationship with the customer and/or the final users has often been found to positively contribute to innovation processes. Finally, intrateam motivation is also critical when it comes to creating an environment that supports innovation processes.

Surprisingly, leadership, communication and motivation did not give the best innovative outcome as the authors expected. Challenging traditional theorisations, low teamwork spirit and high individual performance orientation were some of the powerful drivers of highly innovative teams.

This study aims to examine the relationships between organizational learning capabilities, open innovation and firm performance (FP) in the context of small and medium enterprises (SMEs) in the emerging economies.

Data collected from 384 manufacturing SMEs operating across the seven emirates of the UAE were statistically analyzed using SmartPLS 3 to examine the hypotheses of this study.

The results show that organizational learning capabilities positively influences both inbound and outbound dimensions of open innovation (OI). Inbound open innovation (IP) practice positively impacted both market effectiveness and profitability, while outbound open innovation (OP) practice only affected profitability. Findings further confirmed the mediating role of IP practice on the relationships of organizational learning capabilities with market effectiveness and profitability. In contrast, OP practice did not mediate the relationships of organizational learning capabilities with market effectiveness and profitability.

To the best of the authors knowledge, this is among the first study contributing to the extant innovation literature in terms of investigations into the significant and complex interrelations of organizational learning capabilities, OI and FP in a single study, demonstrating various theoretical implications in the context of manufacturing SMEs in emerging countries. Overall, the findings of this study confirmed that the owners/managers of the UAE’s manufacturing SMEs need to be acquainted with the need of creating a working environment fostering organizational learning processes and capabilities to enhance IP and OP activities, thereby improving their market effectiveness and profitability.

This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.

The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.

In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.

The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

In the context of virtual brand communities (VBCs), based on self-determination theory and organizational binary learning (OBL) theory, this study investigates the direct and indirect effects of various dimensions of consumer participation (CP) on firm innovation performance (FIP) and the mediating role of OBL. By introducing the perspective of knowledge absorptive capacity (KAC), this study examines the moderating effect of KAC on the relationship between OBL and TIP.

In this study, 751 samples are collected from Chinese firms, and stratified adjusted regression analysis is used to conduct empirical tests.

Information provision or co-creation directly affects FIP; the latter is more significant than the former, while social interaction does not directly affect FIP. Exploitative or exploratory learning plays a mediating role in the relationship between information provision or co-creation and FIP. In contrast, exploratory learning plays a mediating role in the relationship between social interaction and FIP. KAC has a positive moderating effect on the relationship between exploitative learning or exploratory learning and FIP. When the firm has a low KAC, the improvement of FIP through exploratory learning is slight.

In VBCs, this study tries to divide the dimensions of CP. It also clarifies the mediating effect of OBL on CP and FIP. In addition, it explores the moderating effect of KAC on OBL and FIP. The conclusions of this study provide theoretical support and practical inspiration for firms to use VBCs to improve FIP.

This study examines the effect of open-mindedness (OM) and humble behavior on innovation through the mediator role of learning.

A quantitative design was adopted to collect data through a questionnaire-based survey distributed to 400 employees at international oil companies operating in Iraq.

The results indicate a direct positive of learning on innovation. Hence, there is a natural and partial indirect effect of humble behavior on innovation and a full indirect impact of OM on innovation through learning.

The theoretical and practical implication of this study indicates that individual learning on innovation is vital when the workplace environment has a diversity of cultural backgrounds. Moreover, the implications of this study may contribute to determining the weakness of invention in such industries because of the effect of personal characteristics (i.e. OM and humble) on readiness to learn.

In a culturally diverse work environment, the behavior of humble and OM will have a significant impact on the intensity of individual learning, which would increase innovation in the context of the oil industry. Therefore, the essence of originality in this study is to lead the managers to pay attention to the psychological aspects of the workplace environment that require learning and innovation.

In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning.

The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM).

The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

This paper aims to create a conceptual model that connects learning organizations, service innovation and technology acceptance.

The importance of the interaction of variables benefiting both individuals and organizations has been comprehensively explained by combining two well-known theories – learning organizational theory and service innovation theory – with the technology acceptance model. In the first part of the study, conceptual model has been constructed and then applied to the hospitality industry of which results have been presented in the second part of this paper.

It is hypothesized that learning organization, service innovation and technology acceptance have significant relationships. It is also suggested that the learning organization plays an intermediary role in the relationship between technology acceptance and service innovation. Empirical results in this regard have been presented in the second part of the paper.

The relations have been established and tested in the hospitality industry in Antalya. However, the model can be applied and established relations tested in other industries.

This research contributes to our knowledge of the intricate linkages that exist between learning organizations, technology acceptance and service innovation. Originality of the paper is related to the novel multilayered model illustrating three-way interactions between the three dimensions of learning organization, technology acceptance and service innovation.