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Empirical research has already postulated the link between learning routines and the creation of competencies, but it is less clear how competencies influence organisational performance. This paper is an empirical investigation determining the relationship between the creation of competencies and the quality of learning. The purpose of the paper is to not only build on prior research that has validated the usefulness of linking levels of learning with the evidence of competencies, but also to illustrate how the creation of competencies is a socially constructed phenomenon. Thus, the paper has a strong theoretical disposition examining the existing literature as well as building on it. Socially constructed routines of themselves have little inimitable advantage to firms unless the routines are underpinned and harnessed by unique learning systems. The paper explores these concepts by showing how the creation of competencies depend on, and are predisposed to, the quality of learning interaction, the routines that are patterned from these, and the capacity of the organisation to turn the new socially constructed routines into superior performance. The paper is expected to make a major contribution to the strategic management literature by showing what types of competencies are more likely to lead to superior firm performance, and how competencies are linked to learning.

The purpose of this study was to explore the strategies performed by innovation actors to ensure commercialisation success, and to determine which of these strategies significantly predict a successful commercialisation within a public university context.

The strategies conceptualised for this study included open innovation, strategic leadership and collaborative advantage. A total of 222 public university academics participated in an anonymous survey and were asked to provide responses on their innovation strategies. These responses were then explored to assess the construct validity of the survey instrument and further analysed using a hierarchical multiple regression technique to test the hypotheses and to compare several regression models.

The results suggested that strategic leadership and open innovation strategies are significant predictors for successful commercialisation with coefficient of multiple determination (R²) of 21 per cent. This study, however, found that collaborative advantage does not significantly determine commercialisation success.

The study was limited by the empirical evidence that was based on cross-sectional survey data of public university academics. A qualitative study with other groups of participants such as from the industries would further confirm the relationship between innovation strategies and commercialisation success. Future research should replicate this study in other settings to improve the generalisation of the findings.

This study discovered strategic leadership as the most dominant predictor for commercialisation success in a public university context followed by open innovation strategy. It confirms the strategic roles of leaders in innovation attempts and provides further understanding about the openness strategy in innovation.

Organisational learning theory appears to be practical when researchers can find links between two or more variables that can be justified and implemented. While much has been written about organisational learning, with many reported successes, further research is needed to link the internal techniques of procedure with the externalisation of these in practice. Such principles seem more valuable when superior organisational competencies are linked to a learning culture, when the improvement of behavioural routines can be traced to the existence of superior learning. This paper explores these links. The paper is based on an empirical investigation – the contemplative link between learning levels and the creation of organisational competence is a new approach. The paper seeks to make a contribution to developmental theory as well as organisational learning in practice. It suggests that a firm’s competitive advantage can be increased as a result of competencies that are established from a learning culture.

The purpose of this paper is to understand why structures of learning underpin the creation of competencies that allow firms to compete more successfully in dynamic markets. The paper seeks to challenge the idea that, in the absence of learning, capabilities are the main source of competitive advantage.

First, the paper discusses the relationships between competencies, learning, and dynamic markets. Second, a preliminary analysis is conducted of the learning routines of 118 top sales managers. The results are compared with three different structures of learning, allowing conclusions to be drawn about learning in dynamic markets.

The study illustrates that a number of dynamic learning routines are not evident in the sales environments of dynamic markets. The findings suggest that firms are not well placed to renew routines from inside‐out and to respond to market dynamics. The patterns of integration among individuals and groups, however, seem to be well represented, reflecting higher‐level learning routines.

The empirical findings offered here are of a preliminary nature. Future researchers might usefully apply the typology of learning structures to examine in more detail the empirical links established. Studies might also examine organisational learning in a variety of industrial and consumer‐based contexts.

The idea that learning structures (rather than capabilities themselves) are the basis of competencies that enable a firm to better respond to dynamic markets is a useful and novel approach.

The purpose of this paper is to present a new model of organisational learning that can be used to identify the actual and desired behavioural gaps between firms engaged in supply‐chain relationships. Improved learning implementation is expected to improve significantly the competitive dynamics between supplier‐client‐customer relationships.

First, the paper discusses the boundary‐spanning chain that takes information from consumers and uses it to tell manufacturers what products to make. For many, transforming down‐side requirements from thought into action has required major reengineering of existing organisational structures, business processes, and the information technology that supports them. The paper discusses why organisational learning is an inherent part of this process. Next, the paper examines various types of organisational learning processes. Third, the paper discusses various strategies for improving learning. The discussion suggests that supply‐chain processes will improve when organisational competencies are tackled by sophisticated learning strategies.

Based on previous empirical work on the relationship between management competencies and learning behaviour, the paper seeks to make a contribution by recognising the theoretical contributions relevant to the field. The model proposed is a new approach in understanding the relationship between learning and supply chain management.

The exploratory nature of the paper will be of significant interest to practitioners in the field.

The purpose of this paper is to challenge the customary emphasis on masculine values in top management teams (TMTs) and offer a cultural feminist approach to improving women's participation in leadership roles in organisations.

The paper builds on the theory of diversity and “difference”, instead of “sameness”, to demonstrate the relationship between feminine values, team member diversity, and team effectiveness. The paper develops a three‐tier approach to making better use of gender diversity in TMTs: unravel masculine hegemony in the workplace; create awareness of distinct values offered by women as team members and team leaders; and progress team diversity from the customary token representation to gender inclusive team structures and routines.

The paper suggests that TMTs benefit when learning to accommodate and integrate feminine values, along with masculine values, into an inclusive work culture that enhances teams’ performing capacities.

Token representation is only one dimension of gendered disadvantage. Several complex forms of gendered disadvantage reside at macro‐level or extra‐organisational layers of life. Therefore, tackling masculine hegemony should involve a multilevel approach that tackles gendered disadvantage in domains as wide as work, organisation, and society.

Through the three‐tier framework for managing diversity in TMTs, the paper offers a practical way forward, moving beyond the current functional‐structured approach towards TMTs.

The paper argues that conventional diversity management practices remain influenced by a hegemonic masculine approach towards increasing women's participation in employment. Furthermore, a narrow emphasis on “sameness” instead of “diversity” of women and men reinforces male hegemony, contributing to the perpetuation of low numbers of women in TMTs.

This paper aims to conduct a tertiary review to analyse the state of the art of literature reviews on knowledge management (KM) published in academic journals and provide an overview of their evolution. From 2000 to 2022, about 500 reviews have been published in the KM field, with most systematic studies compared to bibliometric or meta-analytic studies, and an absence of previous tertiary studies. Therefore, given the lack of previous tertiary research, this paper provides a complete picture of the evolution of review topics in the past and presents implications for both researchers and practitioners.

A classification scheme was defined to cluster and evaluate the literature reviews, both in terms of methodological approach and content. Regarding the content, the various secondary papers were classified according to the purpose of the research (state of the art, taxonomy, research agenda and research framework), the unit of analysis (small and medium enterprise, large company, start-up and university), the KM models adopted and the thematic areas addressed. Furthermore, a tertiary review methodology was identified integrating two main approaches: a bibliometric approach for cluster identification and a systematic approach for the discussion.

Two categories of contributions emerge from the results: those concerning research topics that have found a continuous interest over time and those that have not yet found a constant research interest. This latter aspect is relevant to help researchers conduct future literature analysis in KM research to bridge existing research gaps.

This paper provides a unique compendium of search directions to offer a comprehensive overview of the scientific debate about KM. This overview can also be used as a managerial panacea to identify best KM practice guidelines from existing reviews.

This is a unique attempt to conduct a tertiary study on KM for more than two decades by providing insights into the structural body of knowledge through academic progress in the subject of KM. Thus, this study expands the field of KM and provides original approaches for research in the field.