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Adopting a personal knowledge management (PKM) scope, this paper aims to report the resulting experience of a four‐year qualitative research project on the dynamics of social skills development strategies in knowledge‐intensive, e‐learning workplace environments.

By adopting a grounded encased study approach, the research explored how practitioners develop strategies for adapting to emerging e‐learning spaces while developing networking skills. The encased study stemmed from research completed at the University of Manchester. The study aimed to gain perspectives and make sense of social skills development (communication, networking and collaboration skills) in the particular setting of knowledge facilitation within virtual environments in three universities of the Manchester city region.

The personal lifelong learning journey that educational and academic staff undertake in order to become skilled knowledge facilitators online is perceived and represented as a full learning cycle of multiple dimensions. Also, by identifying specific roles of knowledge facilitators according to context, the existing institutional social systems and city networks of learning were made evident in the practitioners' learning scope within their own institutions and beyond.

The paper uses a multiple‐layer, third‐generation knowledge management framework to explore the different emerging roles of knowledge workers in knowledge‐intensive communities online, and how they facilitate multiple tacit knowledge conversion into explicit scholarly knowledge.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

Management development has shifted its emphasis in recent years from planned management learning organised for managers to self‐development programmes. However, the individual must guard against isolation.

This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle.

This article is a cross-disciplinary conceptual exploration.

In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated.

Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia.

The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs.

The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education.

Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.

Observational learning within the leadership development of managers is under-theorized thus far. The purpose of this paper is to develop a theoretical argument that builds out from a relational leadership perspective to center on processes affecting observational learning.

The contribution is to draw together research to build a holistic model of observational learning. A further contribution is to apply this model to the context of leadership development.

The paper examines processes associated with attention, availability, access, attainability, motivation and social comparison with significant others in particular contexts. The paper takes a temporal perspective to examine the ways that such interaction appears to be most prominent at particular times.

The paper concludes by outlining the opportunities for applying this understanding of observational leadership learning within management development arenas and explore future directions for research.

Observational learning has been relatively overlooked. Though the authors often “know” that leaders develop through experience, the role of observational learning in this experience is not well understood. This paper is intended to provide a stimulus for exploring this important area in terms of shaping thinking and designs for management development interventions.

This scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.

Arskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).

Coburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.

By using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.

The practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.

Despite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

It is argued in this paper that opportunities for learning manifest themselves in the form of frictions between the structure‐as‐experienced by actors and the structure‐as‐preferred. These frictions are considered as potential triggers of learning processes. The concept of friction promises to contribute to our understanding of factors that trigger learning processes to develop, a matter that is scantly addressed so far in literature on organizational learning.

Frictions are distinguished and analyzed in three case studies of learning processes within departments of knowledge‐intensive organizations. Six enabling conditions for organizational learning, proposed by Nonaka and Takeuchi are confronted with the findings in a comparison of the three cases.

The cases show that despite the eagerness to learn found within all three departments, learning processes varied from hardly developed to well developed. By tracing what happens with frictions found, insights are gained in organizational factors that enable or constrain specific (sequences of) learning activities to develop.

The findings may be context‐bound, because all three cases are embedded within the same nationwide institutional environment thus drawing on the same set of cultural rules. More research is needed, including cross‐cultural studies, to be able to generalize confidently on the findings presented in this paper.

By means of a clear vision top management can convince not only organizational members, but also middle managers of shared goals, a sense of urgency and of the actions that need to be taken including participation in learning processes across departments. Vision, hierarchy and rules and procedures should signal a consistent message to employees and managers alike.

This paper proposes a fresh approach to research on organizational learning processes by introducing the concept of frictions and by relating the analysis of frictions and learning processes to conditions that are proposed to enable or constrain these processes within organizations. This approach may therefore prove beneficial to practitioners as well.

The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development.

This study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries).

The results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions.

The results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

The purpose of this paper is to present a review of literature that establishes the factors affecting the ability of an organisation to absorb and apply knowledge. The review aims to draw from literature on the resource‐based view of the firm, dynamic capabilities, organisational learning, knowledge management and technological innovation. The paper then seeks to present a model of knowledge translation capability synthesised from the literature review.

The model that is synthesised from the literature review draws on three streams of work. First, the work of Dorothy Leonard on technological capability; second, the I‐space model of knowledge assets developed by Max Boisot; and third, other work based in the organisational learning and innovation management literature. The model is illustrated using a case study of an innovation project.

The effective development of a knowledge translation capability requires attention to a network of both formal and informal structures/activities across an organisation. Together these activities constitute a dynamic capability that operates iteratively throughout the whole organisation and are an example of triple‐loop learning processes.

The paper will prove useful to other academics in the area of technological innovation and practising managers who can use the model to evaluate their own organisation's knowledge translation capability.

The advantage of the model presented is that, unlike other discussions of dynamic capability, the link between conceptual level description and real world activities has been made more distinct. By recognising relevant organisational structures and relationships, it becomes possible to takes steps to assess their performance and then manage their improvement.

This paper aims to investigate the role of predictive models in the learning and decision-making processes of strategic management. The rapid advancement of digitalisation has contributed to increasing the complexity of the worldwide economy and led to various new competitive dynamics.

To achieve this purpose, a literature review has been carried out and a predictive model based on Watson, an IBM supercomputer, is presented as a qualitative process model.

Specific insights derived from a review of the literature highlight organisations' need to modify their decision- and strategy-making processes, which are increasing in speed and frequency, thus also leading to the formulation of emergent and trigger event strategies based on the identification of conditions that require the revision of all or part of the firm's strategy. Predictive models, acting as filters, transform data into informative knowledge that decision-makers can interpret based on individual domain knowledge.

From a theoretical point of view, this paper contributes to the field of digital transformation by proposing the economics of complexity as a paradigm through which to observe and study the issue of predictive models in strategic management. Additionally, the authors analyse the phenomenon from a cognitive perspective, defining the new learning dynamics of digital transformation and the social learning cycle triggered by big data and predictive models. From a managerial and policy-making point of view, this suggests the need to re-shape traditional education contents and dynamics and foster skills that are multi-disciplinary, multi-domain, multi-empathic, multi-interaction and multi-communication between people and things.