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This study aims to acknowledge that most Indonesian small and medium enterprises (SMEs) experience slow growth. It highlighted that this sluggishness is because of some falsification of Indonesia’s ecological psychology. It focuses on investigating the situated cognition that probably supports this falsification, such as affordance, a community of practice, embodiment and the legitimacy of peripheral participation situated cognition and social intelligence theories.

This study obtained data from published newspapers between October 2016 and February 2019. The authors used the Waikato Environment for Knowledge Analysis and the J48 C.45 algorithm. The authors analyzed the data using the emergence of news probability for both the Government of Indonesia (GoI) and Indonesian society and the situated cognition concerning the improvement of the SMEs. The authors inferred ecological psychology from these published newspapers in Indonesia that the engaged actions were still suppressed, in comparison with being and doing.

This study contributes to the innovation and leadership policies of the SMEs’ managerial systems and the GoI. After this study identified the backward-looking practices, which the GoI and the people of Indonesia held, this study recommended some policies to help create a forward-looking orientation. The second one is also a policy for the GoI, which needs to reduce the discrepancy between the signified and the signifier, as recommended by the structuralist theory. The last one is suggested by the social learning theory; policies are needed that relate to developing the SMEs’ beliefs, attitudes and behavior. It means that the GoI should prepare the required social contexts, which are in motoric production and reinforcement. Explicitly, the authors argue that the GoI facilitates SMEs by emphasizing the internal learning process.

The authors present some possibilities for the limitations of this research. The authors took into account that this study assumes the SMEs are all the same, without industrial clustering. It considers that the need for social learning and social cognition by the unclustered industries is equal. Second, the authors acknowledge that Indonesia is an emerging country, and its economic structure has three levels of contributors; the companies listed on the Indonesian Stock Exchange, then the SMEs and the lowest level is the underground economy. Third, the authors did not distinguish the levels of success for the empowerment programs that are conducted by either the GoI or the local governments. This study recognizes that the authors did not measure success levels. It means that the authors only focused on the knowledge content.

From these pieces of evidence, this study constructed its strategies. The authors offer three kinds of policies. The first is the submission of special allocation funds from which the GoI and local governments develop their budgets for the SMEs’ social learning and social cognition. The second is the development of social learning and social cognition’s curricula for both the SMEs’ owners and executive officers. The third is the need for a national knowledge repository for all the Indonesian SMEs. This repository is used for the dissemination of knowledge.

This study raises argumental novelties with some of the critical reasoning. First, the authors argue that the sluggishness of the Indonesian SMEs is because of some fallacies in their social cognition. This social cognition is derived from the cultural knowledge that the GoI and people of Indonesia disclosed in the newspapers. This study shows the falsifications from the three main perspectives of the structuration, structuralist and social learning theories. Second, this study can elaborate on the causal factor for the sluggishness of Indonesia’s SMEs, which can be explained by philosophical science, especially its fallacies (Hundleby, 2010; Magnus and Callender, 2004). The authors expand the causal factors for each gap in every theory, which determined the SMEs’ sluggishness through the identification of inconsistencies in each dimension of their structuration, structuralism and social learning. This study focused on the fallacy of philosophical science that explains the misconceptions about the SMEs’ improvement because of faulty reasoning, which causes the wrong moves to be made in the future (Dorr, 2017; Pielke, 1999).

The paper seeks to provide a theoretical contribution to the current phase of the knowledge creation theory of knowledge management (KM) by addressing the need for a paradigm shift and having more ontological and epistemological discussions.

The proposed “becoming to know” framework builds on the KM literature review and on the study of learning, knowing and becoming concepts from several perspectives. Both conceptual and empirical research papers contribute to the framework.

The paper presents the challenges of KM; it identifies five phases of the knowledge creation theory development through 1995‐2008; it summarizes the main criticism against the theory; and it proposes the “becoming epistemology” concept and the “becoming to know” framework. The main elements of this framework are: engaging, exploring, experiencing, emerging, enabling and evolving.

Study of the KM literature reveals several other challenges that are not addressed here and could provide opportunities for researchers. The paper calls for more discussions regarding the paradigm shift and for more attention to the participative research paradigm, as well as action and case study research in KM.

Drawing on the participative paradigm, epistemology of practice, extended epistemology, transformative teleology, becoming ontology and on concepts of learning, knowing, and becoming, the proposed framework illustrates the dynamic, iterative, interactive interplay and evolution of ontological and epistemological knowledge creation spirals that is the essence of the knowledge creation theory.

The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?

Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.

The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.

Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

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

Methodological pluralism in consumer research is usually confined to post‐positivist interpretive approaches. Argues, however, that a positivistic stance, radical behaviourism, can enrich epistemological debate among researchers with the recognition of radical behaviourism′s ultimate reliance on interpretation as well as science. Although radical behaviourist explanation was initially founded on Machian positivism, its account of complex social behaviours such as purchase and consumption is necessarily interpretive, inviting comparison with the hermeneutical approaches currently emerging in consumer research. Radical behaviourist interpretation attributes meaning to behaviour by identifying its environmental determinants, especially the learning history of the individual in relation to the consequences similar prior behaviour has effected. The nature of such interpretation is demonstrated for purchase and consumption responses by means of a critique of radical behaviourism as applied to complex human activity. In the process, develops and applies a framework for radical behaviourist interpretation of purchase and consumption to four operant equifinality classes of consumer behaviour: accomplishment, pleasure, accumulation and maintenance. Some epistemological implications of this framework, the behavioural perspective model (BPM) of purchase and consumption, are discussed in the context of the relativity and incommensurability of research paradigms. Finally, evaluates the interpretive approach, particularly in terms of its relevance to the nature and understanding of managerial marketing.

This paper aims to propose mechanisms of the dark side of interorganizational relationships from a social psychological perspective. The purpose is to understand the role of boundary spanners’ social psychological processes that may trigger the dark side effects.

Multple mechanisms are developed through three social psychological theories, namely, social identity theory, system justification theory and social learning theory.

Boundary spanners’ social psychological processes can trigger the dark side of interorganizational relationships via mechanisms such as excessive cooperation, reification, system justification and path dependence in learning.

This paper concludes with a discussion that offers a new perspective on research on dark side effects and the managerial implications of the present analysis.

This paper contributes to the current literature by extending the interpersonal social psychological processes that could explain the dark side of interorganizational relationships. This paper is a step forward to answer the calls for multilevel considerations of the dark side effects and inspire future research on the role of social psychological processes in dark side effects.

The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction.

The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article.

The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments.

Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations.

This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction.

This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.

The purpose of this paper is to portray social learning in cluster initiatives (CIs), namely, to explore, with the lens of the communities of practice (CoPs) theory, in what ways social learning occurs in CIs and discover how various CoPs emerge and evolve in CIs to facilitate a collective journey in their learning process. Subsequently, the authors address the following research questions: In what ways does social learning occur in CIs? How is social learning facilitated through the emergence and evolution of various CoPs in CIs?

The study applies the abduction approach for the interpretation of the collected data and attempts to create the best explanations for the observations on the basis of the CoP theory. The qualitative study of four CIs helped to identify various ways that social learning occurs in CIs and the role of the identified CoPs in the process. Social learning is portrayed as a collective journey within and between CoPs, where the interactions of their members deepen their level of involvement and help them to enhance learning in their CoP.

The paper shows ways that social learning occurs in CIs and describes the role of CoPs. It identifies three types of CoPs in CIs: participants, cooperators and locomotives. Additionally, it documents different ways of social learning in CIs, namely, one-way or two-way information transfer and raising awareness; demonstrating and inspiring; or motivating and educating. It also shows that while potentially every member of a CI has access to these practices, only a limited number of members are actually involved. Social learning in CIs is selective and some CI members accept their role as more peripheral in their CI.

The research shows the application of the CoP theory to the analysis of social learning in CIs, a peculiar type of clusters. It describes how CoPs in the studied CIs varied in terms of the occurrence of learning. Furthermore, it reveals how social learning related to the level of involvement of CI members, namely, with an increase of involvement, the members formed more selective CoPs and strengthened their social learning. Nevertheless, the qualitative approach in the study and the specific sample of the CIs chosen for the analysis do not allow a generalization of the findings.

Although in different CoPs social learning occurs in different ways, at each stage of the development of CIs, the learning process is carried out on the basis of interactions created among members. Therefore, it is important to support the “soft” forms of cooperation within CIs – involving members in activities and developing interactions. In addition, to ensure the growth of their entire CI, coordinators should create conditions for the development of existing CoPs into higher forms, which better support learning. They should also adopt boundary-spanning roles between various CoPs to strengthen social learning in CIs.

The literature on CIs, which are peculiar forms of clusters, is still underdeveloped. The research fills in the gap concerning the ways social learning occurs in CIs. It shows that selectiveness can be observed in this process, and emphasizes the role of interactions developed through CoPs and the benefits offered by them. The study applies the CoP approach. Consequently, it expands the theoretical base in view of the generally lacking studies on social learning in CIs in the literature on clustering. Because the CoP theory has rarely been applied in the management literature, it also augments this specific field.

The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone of proximal development (ZPD). The theories were selected because of their relevance to improving online instruction.

To compare them, the authors reviewed literature on adult learning theories from the following databases: Academic Search Premier, ERIC and ProQuest. They chose the most relevant articles about each theory published between 2007 and 2017, summarized them and extracted relevant information.

The theories suggest various pointers to help course designers to improve online learning. Based on cognitivism, instructors can use media-based instruction designed especially for the working memory. Similarly, connectivism informs instructors to design instruction integrated with technology. Heutagogy also promotes the integration of technology with online learning and encourages self-directed learning. Meanwhile, social learning theory informs instructors to design group discussions and activities to foster collaboration. The other three theories - cognitivism, connectivism and heutagogy – promote the integration of technology.

The authors said the paper was useful as it provided a theoretical framework for adult instructors and theory designers. The paper was a follow-up to another study by the sane authors of online theories. There are also research implications. While pedagogical frameworks are well-established for online learning, studies on learner motivation would establish a wider understanding of richer design formats, the authors say.

Social learning theory specifically acknowledges that most human behaviour is learned observationally through modelling. The focus of this approach has been teaching leadership across formal and informal settings. This and the behavioural focus is what distinguishes social learning theory from others as a leadership theory. However it will not become a leadership theory unless the behaviours to be imparted to future leaders are outlined. This has not been done in the social learning context. However, because of its growing importance as a theoretical foundation for the fields of psychology and organisational behaviour as a whole, a social learning approach to leadership would seem to have potential for the future.