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Over the years there have been numerous attempts in social psychology to examine the process of influence between change agents (e.g. parents, teachers, clinicians) and objects of their influence (children, students, patients). There has not been a concomitant effort to do the same in the field of management education, that is to explore the learning mechanisms between a management educationalist (e.g., teacher, trainer) and manager, although the parallels with social psychological theory are obviously there. It was felt that we might briefly examine a number of these theories here with a view to extracting concepts that may be useful in helping us to develop a working model of a learning theory applicable to the management education process.

Experience shows that there are problems arising from the implementation of learning management systems (LMS). Indications are that they are too e‐learning technology driven, emphasising the virtual component and neglecting the precursory development of a vibrant and committed formal learning organisation culture and infrastructure. This article aims to investigate the benefits of applying a constructivist methodology in the implementation of new LMS.

This article is a reflective assessment on the benefits of applying a constructivist methodology when designing and implementing strategic new learning and knowledge‐based organisation development investments.

The paper reveals a corporate strategic learning management solution (SLMS) approach which is synthesised out of a successful macro‐educational intervention in the UK; that of the Foundation Degree Forward (fdf) initiative.

This process involves using a holistic stakeholder approach that connects with all the management, resourcing and underlying organisational activities which are essential for the creation of a well managed, cohesive and sustainable strategic learning intervention.

The purpose of this paper is to examine the successful design and management of high performance work‐based lifelong learning processes.

The paper summarises the process management practices and contextual parameters that are being applied in the successful design and management of high performance work based lifelong learning processes.

The paper finds that innovations in lifelong learning process design and development are restricted by traditional pedagogical thinking and administrative practices, an over emphasis on e‐learning and insufficient consideration of the holistic contextual factors. Design solutions are dynamically based on the idea of a timeless organic order or meta‐planning.

This paper is an outline summary of extensive lifelong learning process design best practice work with client organisations. As with many innovations taking place at the leading edge of work‐based learning management there is a limited supply of reliable published information.

Satisfying the important questions relating to the achievement of more substantial learning relevance in programme curriculum, the coherence of processes for validating non‐formal and informal learning and the effective value of e‐learning systems, are currently key areas of debate and policy making in Europe in particular. Where public and private sector companies are finding local global solutions these results are of considerable value in informing quality design and the way forward.

In the literature on complaint management the importance is acknowledged of learning from complaints. Still, the concept of organisational learning has not yet been embedded in the field of complaint management. Therefore, this paper aims to adjust a general model for organisational learning to the concept of complaint management in order to make it operational for this field.

The notion of organisational learning in combination with complaint management is modelled as a system. This system enabled us to analyse the practices of handling and analysing complaints within six Dutch service organisations and to assess the potential of these organisations for organisational learning.

The results of the paper categorise a variety of complaint management practices along two elements of organisational learning: triggers and modes of learning (i.e. informational learning or interactive learning).

Further research should include the applicability of the learning model to different sectors or organisations.

This collection of practices can be used as a managerial guideline for improving the processes of learning from complaints.

This paper contributes to embedding the concept of organisational learning in the field of complaint management.

Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential learning; and the concept of meta‐learning (learning to learn) in relation to the “learning organisation”. Presents a model of process management that concerns people and process, with implications for research in industry, government and higher education.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

The paper extends the organizational learning framework: Structural-Functional (SF)-single-loop or Conflictual-Radical (CR)-double-loop learning to the management accounting literature. The sociological approach of organizational learning is utilized to understand those contingent factors that can explain why management accounting innovations succeed or fail in organizations.

We view learning as enhancing an organization’s strategic competitive advantage by making it better able to adopt and diffuse innovation in respond to changes in its environment in order to manage improved performance. The success of management accounting innovations is contingent upon whether its learning process involves SF-single-loop or CR-double-loop learning to adopt and diffuse process innovation.

The paper suggests that the learning strategy that the organization chooses is the reason why some management accounting innovations are more successfully adopted than others and why some innovations are easily diffused in some organizations but not in others. We propose that the sociological approaches to learning provide an alternative framework with which to better understand the adoption and diffusion of process innovations in management accounting systems.

It has become evident that management accounting researchers need to pay particular attention to an organization’s approach to adoption and diffusion of innovation strategies, particularly when they are designing and implementing process innovation programs for an organization. According to Schulz (2001), there are two interrelated stages of the learning that can shape the outcome of the innovation process in an organization. The first stage is related to the acquisition/production (adoption) of knowledge that results in gathering information, codification, and exploration. This is followed by the second stage which is the distribution or dissemination (diffusion) processes. When these two stages – adoption and diffusion – are applied within an accounting context, they address issues that are commonly associated with the successes and/or failures of management accounting innovations.

Although innovation involves learning, the nature of the learning process does not completely describe the manner in which an innovation affects the organization. Accordingly, we suggest that the two interrelated organizational sociological dimensions of innovations processes, namely, (1) the adoption and diffusion theories of Rogers (1971 and 1995), to approach organizational learning, and (2) the SF (single loop) and CR (double loop) approaches to learning be used simultaneously to describe management accounting innovations.

When an innovation is implemented, it initially can be introduced as an incremental change, one that can be limited in both in its scope and its breadth of administrative changes. This means that situations which are most likely to benefit from its initiation can serve as the prototype for its adoption by the organization. If successful, this can be followed by systemic accounting innovations to instituting broader administrative changes within the existing accounting reporting and control systems.

This paper aims to examine the state of research on the symbiotic relationship between knowledge management and learning management systems in advancing the mutual strategic agenda of the two initiatives in higher education institutions (HEIs), so as to uncover the themes that have been studied, identify gaps in the existing studies and suggest future areas of research work.

The study adopted systematic literature review (SLR), in which 64 articles published between 2010 and 2022 were identified and analyzed.

Whereas the review revealed some focus areas that have been researched, it also found that only few studies have explicitly explored the symbiotic relationship between knowledge management and learning management systems, with fewer articles exploring this relationship finding their way to mainstream journals. Thus, the findings showed that examination of the interlink between knowledge management and learning management systems in HEIs is still less explored and has multiple possibilities for future research with potential benefits to the higher education industry.

Although different SLRs exist separately in the fields of knowledge management and learning management systems, there seem to be no reviews on the interconnection between the two fields in the context of HEIs. Additionally, this review offers insights into future research avenues for theory, content and context of interplay between knowledge management and learning management systems in HEIs.

Purpose – This study aims to describe the planning of learning, learning organizing implementation, and evaluating the learning of Bahasa in a high school in Lhokseumawe.

Methodology – The research method was descriptive analysis with a qualitative approach. Data collection used the techniques of observation, interview, and literature review. The subjects of research were the principal, vice principal, Chairman of Department, and Bahasa teachers in the high school. The data obtained were analyzed with the technique of reduction, display, and verification.

Findings – The results showed that the lessons plan in the high school have been compiled by the Indonesian language/Bahasa teachers, including analyzing subjects, drawing up the annual and semester programs, and syllabus. All the planning of learning Bahasa have been well structured and documented. The implementation of the orientation direction or Bahasa Learning is adapted to the needs and level of education. The implementation of study conducted showed the positive things in accordance with the school-based curriculum.

Research Limitations/Implications – Organizing learning Bahasa also showed the positive things based on the management system. Bahasa teachers carried out their roles and their responsibilities based on their job description. This condition has brought positive influence on the quality of learning Bahasa which shows an increase from year to year.

Practical Implications – Activities and aspects of the Bahasa learning adapted to the assessment are based on the syllabus and compiled lesson plan. The evaluation phase is applied to improve the learning activities. This form of evaluation was done either by oral or writing.

Originality/Value – This is the first research to identify learning management of Bahasa in senior high schools in Lhokseumawe.

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.