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The purpose of this paper is to explore how a company reaches organizational ambidexterity during a merger process. Organizational ambidexterity refers to the proactive adaptations of an organization to simultaneously explore and exploit.

The paper presents a longitudinal case study of a public-private merger of two listed French companies. The data were collected from participant observation, interviews and archival documentation over two years.

The balance between autonomy and control by the parent companies evolves during the post-merger integration. The findings reveal that there was no concordance between the oscillations between autonomy and control on the part of the parent companies and the new organization’s exploration/exploitation strategies. However, the progressive evolution of control and autonomy from the parent companies engendered organizational ambidexterity during the third phase integration.

The study adds insight into how organizations can develop ways to manage organizational ambidexterity dynamics by employing temporal mechanisms, referring to an organization’s shifting sequentially between exploration and exploitation. The case highlights how temporal switching between exploration and exploitation occurs to ultimately enable ambidexterity.

Although organizational ambidexterity is recognized as a key element for post-merger integration, how it is achieved over the course of the merger process has received little attention. The study highlights that in the case of public-private mergers, the parent companies influence exploration and/or exploitation strategies. The paper adds insights on whether exploration and exploitation can be differentiated over time and whether exploration and exploitation can be reconciled at the same time.

The purpose of this paper is to investigate the relationship between a student’s study time and the learning outcome from a perspective that will correspond to Bloom’s (1956) taxonomy and how teaching can be developed using variation theory.

The author designed a learning study using an experiment with three different classes of students. The experimental research question was “Does a student’s study time (massed or distributed spacing) have an impact on the learning process?”

Results indicated that students in the “strictly supervised study time” grouping improved on their learning outcomes more than those in the “not strictly supervised study time” equivalent and those in the control group. It is important for students to manage their own learning activities and follow a regular study routine to improve their learning outcomes.

This study used undergraduate students at a university in Ghana, and its findings may not necessarily be applicable to other populations. One other limitation was that the author did not control for the lecturer’s expectations and how these may have influenced students’ learning outcomes. Another potential limitation was that total quality management was the only subject area used for this study.

The objective of the study was to use the motivated strategies for learning questionnaire (MSLQ) approach by Pintrich et al. (1991) to determine the relationship between a student’s study time and the impact on their learning outcomes. The results imply that students must take more active roles in their learning by having regular study time.

Currently, to the best of the author’s knowledge, there are not many experiment-based research studies on a student’s study time using the MSLQ approach by Pintrich et al. (1991). This study contributes to the existing literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning outcome as a lesson and learning study.

Paradoxical leadership (PL) is an emerging perspective to understand how leaders help followers deal with paradoxical demands. Recently, the positive relationship between PL and follower performance was established. This paper builds on and extends this research by interpreting PL as sensegiving and developing theory about mediation in the relationship between PL and adaptive and proactive performance.

The paper develops a new measure for PL as sensegiving and provides a test of the mediation model with data from two different sources and two measurement times in a German company.

Multilevel mediation analysis (N = 154) supports the mediation model.

The paper presents sensegiving about paradox as a core element of PL, which informs the choice of change-readiness as mediator. This study also develops and validates a scale to measure PL in future research.

The purpose of this paper is to bring to readers' attention the importance of cognitive development, how it comes into play within the world of organizations and that there are resources available for bringing it about.

Having indicated the author's own recognition of the need for a way to assist managers in their cognitive development, the paper covers the approach of Reuven Feuerstein who has been working for years in this area, though mainly with young people. The paper provides some indication of the elements within Feuerstsein's approach, emphasizing the importance of mediated learning experience.

The exploration in the study led to finding an approach to cognitive development and one which has proved useful in organizations.

The practical implications are that those concerned with learning and development might put more attention on the cognitive aspects of development and that, as a field, we might explore the available resources for assisting us in this process.

This paper alerts readers to the likelihood that cognitive development will become a much more significant focus of the learning and development field in the future. This is less likely to be recognized while there is unawareness of the existence of resources that can assist in this. Through focussing on one such resource, the work of Reuven Feuerstein, the paper indicates that a good deal of work has already been accomplished in this field and, further, that it aligns significantly with aspects that developers will be familiar with from their own practice.

Reformers, policymakers, and researchers have given considerable attention to organizational capacity in schools, especially in those schools that perpetuate or exacerbate achievement gaps among diverse student groups and reproduce social inequalities. There is an emerging consensus about key dimensions of school capacity and how they can help promote both equity and excellence in student learning. However, it is still not very clear how capacity building itself can be enhanced. This paper aims to address these issues.

This paper addresses this critical disjuncture in the school reform literature through two main purposes: summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The authors' recent research and practice related to one such intervention, leadership coaching for school improvement, are critically discussed. The paper explores a hybrid approach to building capacity in schools where elements of both the bureaucracy and the learning community are present.

Different schools clearly need different kinds of support for teacher development and building their capacity. Policies need to be flexible enough to fit particular school contexts, and to allow for organizations to change in ways that support teacher development for improved practices that impact student learning. The work in the middle involves some sort of fluid hybrid of administrative control (instructional improvement must be the focus) and active, broad participation (in a learning community that advances the changes in instructional practices).

This paper addresses the lack of clear knowledge on how capacity building itself can be enhanced, by summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The paper provides an overview of the dimensions of school organizational capacity, discusses barriers to building capacity in schools, and argues for hybrid models that combine elements of both learning communities and bureaucracies.

The highly uncertain and turbulent environments nowadays intensify the paradoxical effects of supply base concentration (SBC) on improving cost efficiency while increasing idiosyncratic risk (IR). Digitalization is regarded as a remedy for this paradox, yet digitization's potentially curative effect has not been empirically tested. Leveraging the lenses of paradox theory and information processing theory (IPT), this study explores how two distinct dimensions of digitalization, i.e. digitalization intensity (DI) and digitalization breadth (DB), reconcile the paradoxical effects of SBC.

Using a panel dataset of 1,238 Chinese manufacturing firms in the period of 2012–2020, this study utilizes fixed-effects regression models to test the proposed hypotheses.

The authors discover that SBC enhances a firm's cost efficiency but induces greater IR. More importantly, there is evidence that DI restrains the amplifying effect of SBC on IR. However, DB weakens the enhancing effect of SBC on cost efficiency and aggravates the SBC's exacerbating effect on IR.

This study advances the understanding of the paradoxical effects of SBC on cost efficiency and IR from a paradox theory perspective. More importantly, to the best of the authors' knowledge, the authors' study is the first to untangle the differential roles of DI and DB in reconciling the paradox of SBC. This study also provides practitioners with nuanced insights into how the practitioners should use appropriate tactics to deploy digital technologies effectively.

Learning in conversation occurs in a variety of ways. This paper explores one particular way which, it is argued, is central in a knowledge economy. Non‐linear learning occurs through revisiting and re‐examining recurring issues in working life to arrive at new perspectives and new commitments to act in new ways. Such learning contrasts with learning that is linear and incremental, and where there is a pre‐specified endpoint. Non‐linear learning can be facilitated by conversation that is open, respectful, supportive and challenging. The learning that emerges is a result of collaborative effort. The metaphor of a dance is used to characterise a learning conversation of this kind. An example is presented showing its dance‐like qualities and the broad implications for encouraging learning conversations in organisations are identified.

Judgement is a pivotal notion for understanding learning. But how we view judgement is crucially shaped by our favoured conception of learning. The favoured conception of learning is shown to distort judgement, while an emerging conception of learning does justice both to judgement and learning from work.