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Agile software development (ASD) has emerged as an active research area due to its enormous growth in popularity. The innovative differences between ASD and traditional development include the use of fundamentally different procedures, organizational structures and people, yet organizations still attempt to embrace ASD. Apparently, the underlying factors arousing organizations’ intent to adopt ASD are not well known and have not been well explained in the extant literature. The purpose of this paper is to fill this gap for which the authors propose a conceptual framework based on the business process management (BPM) perspective to identify the environmental stimuli that affect an organization’s ASD adoption.

Proposition for a methodology approach is used to construct a theoretical framework based on existing literature and theories in BPM.

The framework recognizes external and internal environmental stimuli, including institutional isomorphic forces and interior enablers, such as top management championship, the culture type and resource readiness, which affect organizational ASD adoption decisions.

This paper consolidates both the internal and external environmental aspects of the stimuli that lead to ASD adoption and offers insight into creating a suitable context for ASD adoption.

The aim of this study is to analyze a framework of team learning that includes three learning processes (adaptive, generative, and transformative), factors that stimulate these processes, and consequences of them. The variables provided a field study of the model.

In the field study, 69 project teams of 3 to 11 students and their instructors responded to surveys.

Positive learning stimuli were related to adaptive and generative learning processes, while negative stimuli were related to transformative learning processes. Learning processes were related to individual student learning outcomes. In addition, adaptive and generative learning processes were positively related to team and instructor ratings of outcome quality, while transformative learning was negatively related to team ratings of outcome quality.

The results were subject to the following limitations: cross‐sectional design, mostly self‐report measures, and the lack of control endemic to field research. As such, this study is viewed as an initial test of the team‐learning model in a field setting. Additional research, including longitudinal designs and experimental designs, are called for.

This study adds to the growing literature on group learning. Educators and managers need to be aware that there are different kinds of learning processes in which groups can engage and that these are stimulated to occur differently and have a different impact on outcomes.

Team learning is rarely assessed directly as a construct in its own right and there is a lack of empirical support delineating causes and consequences of team learning. This field study is a first step in this direction.

The purpose of this study is to examine the impact of New Public Management (NPM) reforms/practices on innovation in public sector organizations. Although much is written on NPM, the assumption that NPM reforms stimulate organizational innovation has not been empirically tested. The present study is an attempt to bridge this research gap.

Building on open-systems approach, institutional theory, and innovation research, this study argues that organizational innovation occurs in response to stimuli in the external (environmental factors) and internal environment (organizational factors), considering NPM reforms/practices as a proxy for external or environmental factors. Organizational factors include formal structural complexity, senior management support and job security. The study tests this model using data from a national survey conducted in five states in the US.

The study provides empirical insights into our understanding of the factors that drive innovation in public sector organizations. The study finds that although environmental factors are as significant as organizational factors in driving innovation in the public sector, senior management support remains the most important predictor of innovation.

This paper fulfils an identified need to study the effect of NPM reforms and practices on innovation in public organizational settings.

Although researchers have suggested that aggression is multiply determined, most studies examine only a small set of predictors, focusing on either situational or individual or reciprocal motives. Research has not studied extensively the relative strength of multiple antecedent sets. Using questionnaire data (n = 366), the current study examines eleven antecedents of employees engaging in aggression: situational antecedents (i.e., procedural, distributive, and interpersonal justice; organizational, work group, and job related stress), individual difference antecedents (i.e., Type A behavior, trait anger, reactions to anger), and reciprocal effects (i.e., being the target of aggression). Individual difference antecedents and being the target of aggression influence the frequency with which employees report engaging in aggression. Situational antecedents are not significant predictors once other antecedents are taken into account.

The purpose of this paper is to examine the effect of environmental characteristics, business partnership relationship, knowledge complementarity, organizational characteristics on knowledge management practices and innovation performance.

The research used primary data, i.e. data obtained directly from the distribution of questionnaires to respondents, namely, the company’s managers/leaders/directors in the companies that became the research sample. Data were collected by sending questionnaires either by mail or email to the respondents. To examine the effect of environmental characteristics, business partnership relationship, knowledge complementarity and organizational characteristics on knowledge management practices and innovation performance.

Environmental characteristics, business partnership relationship, knowledge complementarity and organizational characteristics partially have a significant effect on knowledge management practices. Environmental characteristics and business partnership relationship partially have a significant effect on innovation performance, while knowledge complementarity and organizational characteristics have no significant effect. For other constructs, knowledge management practices are able to be a moderator variable, which can relate these constructs with innovation performance.

The research using the diffusion of innovation paradigm, the combination of market-based and knowledge-based paradigms is expected to fill the previous research gap and become the first uniqueness and originality, as well as characteristic of this research. The second originality is this research examines the role of the knowledge management practice variable as the moderator variable. Then, the third originality is this research investigates the relationship between business partner relationship and innovation performance. These three originalities are still rarely studied in previous studies, so this research will further complement, expand the study, especially in the knowledge management, innovation performance area.

This paper aims to deepen the understanding of strategic learning through the lens of environmental jolts.

Strategic learning is explained from the three paradigms of organizational learning.

Organizational learning provides a firm foundation to develop and elaborate the concept of strategic learning that can help organizations gain competitive advantage and adaptive capability.

Alan Meyer’s environmental jolt model is meaningful in that it is derived from stimulus–response model, which still explains important aspects of strategic learning.

Embedding a strategic learning capability will help organizations development fit with external environments.

This paper enlightens strategic learning as a Model II learning at the system level from a stimulus-response mechanism and opens up new possibilities of incorporating higher-order capability.

The aim of this paper is to explore how employees make sense of their work context and its influence on their learning orientation to improve their quality of work life.

Qualitative data drawn from a dynamic online discussion that spanned three years were used in the content analysis. A total of 137 MBA participants from a university in the southwest of the USA contributed to the online forum.

Perception of work-life context influences the cognitive intent of employees in such a way that they change their learning orientation and develop learning strategies to improve their current work conditions. These strategies are in turn influenced by their sensemaking of the context to determine their quality of work life.

The study illuminates the relationship between learning and context through the theoretical perspective of sensemaking. It extends the concept of learning orientation as operating at the individual and group levels other than the organizational level.

Organizational leaders and human resource development (HRD) professionals will recognize how certain contextual stimuli can trigger their employees ' readiness to learn and improve their work life. They can direct their employees ' learning orientation through job redesign and job enrichment.

The study provides a learning context to quality of work life, an area that has not been extensively researched in the HRD literature. By exploring sensemaking of quality of work life in the context of learning, the paper offers a more encompassing perspective of learning orientation and quality of work life contexts.

This study aims to examine the roles of perceived organisational support (POS), attitude and self-efficacy in understanding the external whistleblowing intentions among senior auditors through the lens of stimulus–organism–response theory.

This study uses data from 119 senior auditors in audit firms in Malaysia. POS is predicted to be a stimulus factor from the external environment that affects the attitude and self-efficacy (organism) of the auditors and reassures them to act to whistleblow (response).

POS has a significant impact on self-efficacy and on attitude. Self-efficacy is shown as a significant mediator between POS and external whistleblowing intentions, but there is no statistical support for self-efficacy having a mediating effect on the relationship between the attitude of senior auditors and external whistleblowing intentions.

The findings can assist accounting professional bodies in understanding the psychological behaviours of auditors that contribute to their intention to shine a light on wrongdoing in audit firms and in providing a better insight into the critical factors that could influence auditors to whistleblow.

This study is among the earliest to investigate the application of stimulus–organism–response theory in whistleblowing, and hence it illustrates how the theory can be applied in studies on the ethical behaviours of actors in professional careers. The findings shed light on the role of self-efficacy as a significant mediator between POS and external whistleblowing intentions.

Generally, this study contributes to our understanding of the situations when conflict facilitates performance versus when it hampers performance. More specifically, the study distinguishes between conflict potential, conflict stimulus, and actual conflict. We present two hypotheses that compare two competing views to further disentangle whether and when conflict is functional. Our empirical tests, using a sample of Mennonite congregations, lead us to speculate that conflict may be functional for individual‐centered performance measures, but dysfunctional for group‐based performance measures.