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By adopting a cognitive perspective, we examine ways in which knowledge creation processes within organizations effectively enhance organizational knowledge via the cognitive processes of organizational members. We identify two distinct yet complementary learning processes—informational and interactive—and argue that these processes contribute to the creation of organizational knowledge in different ways. We use cognitive mapping to examine changes in knowledge and use a research design involving pre‐test and post‐test of cognitive maps. Results suggest that organizational knowledge generally improves as organizations engage in the knowledge creation processes and that the effectiveness of such processes in creating knowledge depends on the context. The conceptual arguments and methods developed in this paper should encourage researchers to conduct additional empirical research and help managers change the mix of the informational and interactive learning processes for effective learning as their firm's competitive environment becomes more volatile.

This issue is a selected bibliography covering the subject of leadership.

The need for the improved implementation of information technology (IT) has been identified in both empirical and highly structured research studies as being critical to effective innovation and development at an industry and enterprise level. This need is greater in the construction industry as it has been relatively slow to embrace the full potential of IT‐based technologies. In an attempt to understand why the construction industry lags other industries in the uptake and effective implementation of IT, this study reports on an investigation of the Australian construction industry, which identifies the impediments or barriers to IT implementation and the most effective coping strategies to overcome them. A questionnaire‐based research approach was adopted for this purpose and a total of 134 valid survey responses were received from various architectural, engineering and construction professionals. The questionnaire was designed to identify perceptions of the most significant barriers to IT implementation and to determine the most “practical” and “effective” corresponding coping strategies to mitigate their effects at three decision‐making levels: Industry; Organization; and Project.

This study aims to determine barriers to innovation and to develop a quantitative model for the barrier to innovation in Vietnamese construction organizations of different sizes.

A literature review and discussions with experienced practitioners were implemented to determine barriers to innovation in construction organizations. The rank-based non-parametric test analyzed collected data from a questionnaire survey to examine if there were significant differences between the three groups of organizations, including small, medium and large construction organizations. The fuzzy synthetic evaluation (FSE) technique was employed to develop barrier indexes (BIs) for organizations of different sizes in Vietnam.

The findings showed 17 barriers to innovation which were categorized into four groups, including organizational, human resources, economic and market barriers. Statistical analysis revealed significant differences regarding barriers to innovation between small, medium and large construction organizations in Vietnam. The post hoc test highlighted barriers to innovation differently separated into two groups: SMEs and large construction organizations. The FSE analysis integrated the identified barriers into the comprehensive BIs for SMEs and large construction organizations. The FSE analysis illustrated that the organizational barrier is the most critical barrier for SMEs. On the other hand, the market barrier received the most significant attention in large construction organizations.

This research is one of the first integrated barriers to innovation into a comprehensive formulation. The indexes provide the decision-makers with a practical and reliable tool to evaluate barriers to innovation in construction organizations of different sizes.

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

Purpose – To provide strategic management scholars, particularly graduate students and new faculty members, a novel approach, the lens model, to investigate emerging economies phenomena.

Design/methodology/approach – Based on a review of the strategic management literature and a search of the strategy databases and journals, I propose the lens model approach and discuss its origins, development, and designs since its introduction. It has been used extensively in such fields as cognitive psychology, social psychology, medicine, agriculture, human resources management, and organizational behavior. Besides the wide application, it has relevance for strategic management research.

Findings – An illustrative study and a summary of the approach from a previous study in one prominent journal are also provided as guides. I conclude by providing recommendations on what to consider in using the approach for the study of emerging economies.

Research limitations/implications – In addition to the strengths of the approach, its weaknesses are also discussed. Suggestions on maximizing the potential of the approach are also discussed.

Practical implications – The approach is an invaluable source particularly for graduate students of strategy who often are unfamiliar with microlevel approaches. They can use it to supplement approaches for strategic management.

Originality/value – To my knowledge, this chapter is the first to discuss the lens model approach in the strategic management literature. In that regard, it fills a gap in the research methodology literature. It can therefore help graduate students improve their careers.

The purpose of this paper is to use Stewart’s model of role as a lense from which to explore chairperson and CEO role dynamics in addressing strategic paradox and tension.

The paper draws on 29 semi-structured, in-depth interviews with chairpersons and CEOs of UK-listed companies. Interview data are subjected to role analysis using Stewart’s (1982) Demands-Constraints-Choice (DCC) model of role.

Findings indicate that relationship levels of trust, communication and chairperson time enable strategic tensions to be raised and confronted in the relationship reducing defensiveness. Two distinct approaches to handle strategic tensions are found. The CEO-led approach predominates and rests on less flexible role boundaries, requiring the chairperson to proactively identify strategic tensions and perform an advisory/mentoring role. The shared leadership approach, less prevalent, rests on highly flexible role boundaries where the skills and experience of each incumbent become more relevant, enabling the separation of efforts and integration of strategic tensions in the relationship in a “dynamic complementarity of function”.

The paper only applies to the UK context and is limited to contexts where CEO and chairperson roles are separate. The paper draws on individual perceptions of chairperson and CEOs (i.e. not pairs).

The paper provides insights to practicing CEOs and chairperson on two distinct ways of working through strategic paradox and tensions.

The paper adds to the scarce literature at chairperson and CEO roles and strategic paradox and tension.

The purpose of this study was to examine the antecedent, perception of the external environment, and its relationship to organizational learning, as well as explore the relationships between organizational learning and innovation performance at two levels, including individual and organizational‐level innovation performance.

Questionnaire data were collected from 268 senior R&D project team members who reported their perception about the external environment and organizational learning along with 83 R&D managers who evaluated their employees' innovative behaviors.

The results indicated that the antecedent of organizational learning, perception of external environment, was significant to organizational learning, and organizational learning was significant to both individual and organization‐level innovation performance and contributed more to the individual‐level than organizational innovation performance.

The value of the study lies in its contributions to the scholarly literature on organizational learning and innovation because examining the antecedent perception of the external environment and the relationships between organizational learning and innovation performance as well as the relationship between individual and organizational‐level innovation performance have not received considerable empirical attention.

Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral prerequisite includes collaboration and task conflict among family business members. Further, the article argues that leadership behaviors directly affect the attitudinal and behavioral prerequisites, and indirectly affect collective entrepreneurship. Specifically, relations- oriented and participative leadership have positive, indirect effects on collective entrepreneurship. Task-oriented leadership has both positive and negative, indirect effects on collective entrepreneurship. An empirical study of 271 small family businesses in the United States confirmed most of the hypotheses.