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The purpose of this paper is to investigate how absorptive capacity mediates the relationship between ambidextrous organizational learning and performance among small and medium-sized enterprises (SMEs).

Based on the resource-based view (RBV) and the dynamic capability approach, this paper uses the resource-capability-performance framework to construct the theoretical model of this study and tests the theoretical model with the questionnaire survey data of 189 SMEs in mainland China.

Ambidextrous organizational learning has different effects on SMEs' performance in terms of survival performance and growth performance. Both exploitative learning and exploratory learning have positive effects on absorptive capacity, and absorptive capacity has positive influences on both the survival performance and growth performance of SMEs. Absorptive capacity plays different mediating roles in the relationships between ambidextrous organizational learning and SMEs' performance: absorptive capacity plays a partial mediating role in the relationship between exploratory learning and SME growth performance, while absorptive capacity plays complete mediating roles in other relationships.

Managers must stress the use of exploratory learning in order to promote SMEs' growth performance. However, to foster both absorptive capacity and SME performance in terms of survival and growth, managers must pay more attention to take advantage of ambidextrous organizational learning. Government as policymakers should create a favorable environment that enable SMEs to benefit much more from the deployment of ambidextrous organizational learning and absorptive capacity.

To the best of authors’ knowledge, this study is the first to theorize and test the mediating role of absorptive capacity in the linkage between ambidextrous organizational learning and SME performance in terms of survival and growth. Additionally, this study also is the first to provide empirical support for the impact of ambidextrous organizational learning on absorptive capacity among SMEs.

To examine three dimensions of organisational change capacity (OCC) which have been proposed sequentially in the following order: OCC for change will affect process capacity for change and develop context capacity for change. Specifically, this study explores the moderating effects of coercive pressure.

To test the proposed hypotheses, this study conducted survey among middle-level leaders of the 11 top universities (autonomous higher education institutions – AHEIs) in Indonesia. This study used a sample of 92 respondents, deans 21 and vice deans 71 of 11 top Indonesian universities. To test data processing using the SmartPLS 3.0 tool.

The findings indicate that learning capacity for change is the starting point of OCC, and it influences process capacity and context capacity for change. Coercive pressure strengthens the relationship between learning capacity and context capacity for change. Further, context capacity for change determines organisational performance.

This study empirically examines the OCC construction mechanism as follows: learning capacity for change influences process capacity for change and then has an effect on the OCC for change, which ultimately affects organisational performance.

This paper analyzes how organizations may use different knowledge management styles according to higher or lower emphasis on (1) techno‐structural initiatives for information processing, and (2) behavioral solutions for knowledge sharing by organizational members. As a consequence, the effects of these styles on learning capacity are also different. The empirical analysis of the present study found that knowledge management practices can be categorized into four styles: (1) passive, (2) behavioral, (3) techno‐structural, and (4) active. The active style, which implies superior management of both techno‐structural and behavioral tools of knowledge management has been the most effective in the development of learning capacity. In contrast, the passive style, which implies weak management of both kinds of knowledge management initiatives, results in lower learning capacity. Hence, this work focuses on suggesting and empirically testing a characteristic framework for how a set of knowledge management initiatives interact and influence learning capacity in organizations.

The purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity.

A cross‐sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships.

The results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity.

School administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency and to enhance school learning capacity for sustainable development.

The paper connects research on knowledge management and organisational learning in a school context and explores a knowledge strategy that could be applied effectively in education organisation.

The purpose of this paper is to explore the mediating effect of learning capacity in the relationship between the social media usage by the construction of small- and medium-sized enterprises (SMEs) and their business performance in Nigeria.

A quantitative survey technique was used to collect data from the owner/manager of construction SMEs in Nigeria. The partial least square structural equation modeling was used in the assessment of the measurement model and structural model to assess the validity and reliability of the measures and to evaluate the hypotheses proposed in the conceptual model.

Empirical findings indicated a significant positive relationship between learning capacity and performance of SMEs. Similarly, the use of social media is significantly and positively associated to the business performance of SMEs. It has also been shown that learning capacity is a mediator of the relationship between social media and SME performance.

The data for the study is are all from a single industry and a related line of business, so it could be more interesting to include more companies across sectors or industries. The finding contributes to the ongoing debate on the effect of social media on business performance. It also defined the need for the owner/manager of SMEs to understand and appreciate the effect of social media through the organization's learning potential to gain a sustainable competitive advantage.

There are a number of theoretical and practical implications for academics and practitioners who are interested in further studies of organizational social media. The research presents a quantitative study on the effect of social media adoption on the organizational performance of the construction industry. This study confirms the mediating role of learning capability in the relationship between the use of social media and performance of SMEs operating in the construction industry.

This study empirically examined the relationship between social media adoption and the SMEs learning capability and business performance by evaluating a hypothesized conceptual framework to establish the relationships.

The purpose of this paper is to examine the relationships among organizational learning, absorptive capacity, imitation and innovation in the Chinese context.

Based on the organizational learning theory and innovation theory, the paper presents a framework linking organizational learning, absorptive capacity, imitation and innovation. Using a key informant technique, a survey questionnaire was designed and sent to the middle or top management managers of 115 firms located in Peking, People’s Republic (PR) of China. Structural equation modeling (SEM) with the maximum likelihood (ML) estimation procedures was applied to test the hypotheses developed in the research.

The empirical results show that both organizational learning and absorptive capacity have positive impacts on innovation; imitation has a positive impact on absorptive capacity; absorptive capacity mediates the relationship between imitation and innovation.

This study has implications for firms aiming to enhance innovation by organizational learning, absorptive capacity and imitation.

Despite the number of studies concerning organizational learning, absorptive capacity, imitation and innovation, research that encompasses the interrelationships between the four concepts simultaneously remains scarce. The paper provides a framework linking organizational learning, imitation, absorptive capacity and innovation, and it advances the argument that absorptive capacity is an important factor in predicting the Chinese firms’ transition from imitation to innovation.

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 paper aims to provide a theoretically‐based set of skills and practices that develop organizational members and leaders while building organizational capacity.

The paper advances four arguments about learning and leading, drawing on classical and contemporary scholarship of organizational learning theory to elaborate the intellectual, ethical, social, and political environment of school systems and to deduce skills that leaders and members of school systems engaged in organizational learning need to develop in order to support collective learning and continuous organizational improvement.

The paper provides core assumptions of organizational learning, along with a figure detailing components of organizational capacity and a figure summarizing intellectual, ethical, social, and political skills and values that allow members and leaders of school systems to build the organization's capacity, develop leadership, and influence an environment hospitable to collective learning.

The four sets of skills and values can be used in school systems to structure continuous, differentiated development for all members, especially leaders.

The paper offers an original, coherent, theoretically‐based framework of skills and practices that can develop members and create a broad leadership pool in school systems.

Because the mechanism of how knowledge sharing affects organizational innovation is still unclear, the study focuses on the relationship between knowledge sharing and organizational innovation performance, with a focus on mediating role of absorptive capacity and individual creativity.

On the basis of the knowledge base view and organizational learning theory, the study propose a model to verify the impact of inbound and outbound knowledge sharing on organizational innovation performance based on previous research. It also analyzed how these effects were mediated by individual creativity and absorptive capacity. The study collected 166 samples to verify the theoretical model.

Results corroborate that inbound knowledge sharing cannot directly promote organizational innovation performance, and absorptive capacity has a full mediation effect between inbound knowledge sharing and organizational innovation performance. Knowledge outbound sharing, individual creativity and absorptive capacity can improve innovation performance. In addition, absorptive capacity and individual creativity have direct and significant impacts on organizational innovation performance. Moreover, absorptive capacity plays a partial mediate role between individual creativity and innovation performance. Finally, this study discusses the policy implications of the study and describes possible future research directions.

The paper creatively divides knowledge sharing into inbound knowledge sharing and outbound knowledge sharing and verifies that knowledge sharing does not directly affect organizational innovation performance. The mediating role of absorptive capacity and individual creativity was analysis.

In the early industrial age which with high intensity of machine and labor, using financial measurement index was good enough to tie in company’s mechanization and philosophy of management and been in efficiency. But being comply with “New Economic age,” a new economic environment is full of knowledge and information, the enterprise competition had changed from tangible assets, plants to intangible innovation ability of knowledge. As recognizing the new tendency by enterprise, they value gradually the growth and influence from learning. Practice of organization learning not only needs firm structure and be in coordination with both hardware and software, but also needs an affect measurement model to offer enterprise to estimate learning performance. It’s a good instrument of financial performance measure mold in the past years, But it’s for measuring the past, couldn’t formulate enterprise trend to future, hard to estimate investment for future, such as development of products, organization learning, knowledge management etc, as which intangible assets and knowledge ability just the key factors of being win around competition environment in the future. In 1992, Kaplan and Norton brought up Balance Scorecard (BSC) on Harvard Business Review, as an instrument helping enterprise to measure performance, which is being considered to be a most influence management instrument. It added non‐financial index such as customer, internal process and learning growth besides traditional financial index, as offering enterprise an index to measure and manage intangible assets and intellectual property. As being aware of organization learning is hard to be ignored in the new economic age, this research is based on learning and growth of BSC, and citing one national material company try to let the most difficult measurement performance of organization learning, to be estimate through BSC, analyze of factor and individual case, to discuss the company how to make the related strategy and vision of organization learning to develop learning and growth of the structure of BSC, subject the matter of out put factors to be discussed, and measure the outcomes as a result of research. The research affect offers (1) the base implement procedure of carrying out BSC; (2) the reference of formulating measurement index while enterprise using BSC to estimate performance of organization learning; (3) the possibility bottleneck maybe forcing while carrying out BSC, to be an improvement or preventive for enterprise.