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Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson’s theory of learning, to link these two learning sources in one coherent framework.

To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson’s framework.

This paper contributes to the literature by attempting to link the important but still underexplored aspect of “learning from the future” to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory.

This work provides the basis for further research in building a general holistic theory of learning to learn.

On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services.

To the best of the author’s knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.

Product returns information gives firms an opportunity for continuous strategic adaptation by allowing them to understand the reasons for product returns, learning from them and improving their products and processes accordingly. By applying the Dynamic Capabilities (DCs) view in the context of closed-loop supply chains (CLSC), this study explores how firms can continuously learn from product returns information.

This study adopts a qualitative Delphi study-inspired approach. Experts from industry and academia are interviewed in two interview rounds. First round of interviews are based on extant research, while the second round allows the experts to elaborate and correct the results.

This study culminates into a conceptual model for incremental learning from product returns information. The results indicate incremental learning from product returns can potentially lead to a competitive advantage. Additionally, the authors identify the sources of information, capabilities along with their microfoundations and the manifestations of product return information. Three propositions are formulated embedding the findings in DC theory.

This study supports extant literature in confirming the value of product returns information and opens concrete avenues for research by providing several propositions.

This research elucidates the practices, processes and resources required for firms to utilize product returns information for continuous strategic adaptation. Practitioners can use these results while implementing continuous learning practices in their organizations.

This study presents the first systematic framework for incremental learning from product returns information. The authors apply the DC framework to a new functional domain, namely CLSC management and product returns management. Furthermore, the authors offer a concrete example of how organizational learning and DC intersect, thus advancing DC theoretical knowledge.

This paper aims to understand stakeholders' sentiments with respect to company policies in the water utilities (WU) sector and to explore if and how these sentiments could be a source for organisational learning.

This study investigates the use of social media in WUs’ and stakeholders’ reactions as a source of data for organisational learning. This paper relies on a mixed-methods approach based on sentiment analysis of Facebook (FB) pages and semi-structured interviews with sustainability managers from a sample of Italian WUs.

Findings show that WUs increasingly use FB mainly to promote and disclose environmental issues and as a source of information for organisational learning. A longitudinal analysis of environmental disclosure via FB reveals a growing trend of both companies’ posts and stakeholder interactions and significant differences among organisations in their ways of using information and knowledge obtained from social media.

Theoretically, this paper builds an original link between disclosure via social media and organisational learning processes. Empirically, to the best of the authors’ knowledge, this is one of the first studies to identify the quantity and quality of environmental disclosure via FB and the related stakeholders’ reactions.

This study aims to examine the micromechanisms of how knowledge culture fosters human capital development.

An empirical model was developed by using the structural equation modeling method based on a sample of 321 Polish knowledge workers employed in different industries.

This study provides direct empirical evidence that tacit knowledge sharing supports human capital, whereas tacit knowledge hiding does not, and this hiding is considered a waste of knowledge. If tacit knowledge does not circulate within an organization, it is a severe waste of an organization. The findings indicate that shame from making mistakes might impede the sharing of knowledge gained from making those mistakes, and in such cases, the knowledge remains hidden.

Leaders aiming to ensure human capital growth should implement an authentic learning culture composed of a learning climate and mistakes acceptance components that enable open discussion about mistakes on each organizational level.

The knowledge culture is found to be an essential element of building human capital but, at the same time, not sufficient without a learning culture, and its mistakes acceptance component. A permanent organizational learning mode that supports a continuous organizational shared mental model reframing is an antidote to tacit knowledge hiding.

The purpose of this paper is to challenge processes of organizational learning and innovation that are based on making use of, extrapolating, or adapting past experiences and knowledge, because such a strategy turns out to be incapable of dealing with the challenges of today’s volatile, uncertain, complex and ambiguous environment. As a possible way out, a conceptual model is proposed that integrates organizational learning and innovation as a future-driven learning process and a future-making practice.

This work is conceptual in nature, drawing on (both theoretical/philosophical and empirical) interdisciplinary concepts and evidence from a variety of fields, including organizational studies, organizational learning, innovation studies, systems theory and systems biology, as well as cognitive science.

The author proposes a paradigm shift in organizational learning: from a future-oriented perspective, organizational learning can be viewed as an innovation process that is based on “learning from the future as it emerges.” A conceptual approach is presented that integrates future-oriented innovation and organizational learning as a future-making practice. It is based on learning from future potentials as a source for sustainable innovations. Both epistemological/ontological foundations and organizational implications are discussed.

This paper introduces a new perspective on the role of future-oriented innovation in the context of organizational learning. It shows how organizational learning and innovation can be integrated and how shortcomings of absorptive capacity can be overcome by assuming a future-driven perspective. Furthermore, an epistemology of future knowledge/potentials and its applications for organizations is developed.

Undergraduate agricultural leadership education opportunities are prevalent and growing. However, additional attention should be placed on the quality of educational leadership experiences. The purpose of this study was to explore how the context of a learning experience impacts student application of team leadership skills. The findings and implications of this study are reported in three themes: (a) contextual dimensions of educational experiences, (b) agricultural disconnect, and (c) team leadership skill application. Recommendations for practitioners include providing students with real-life leadership skill application experiences, regulating assignments to have agricultural connections, and integrating opportunities for student reflection. Future research should consider questions such as: (a) what other educational leadership experiences may have considerable learning impacts? and (b) what other pedagogical methodologies are useful in teaching agricultural and team leadership education?

The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.

Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.

By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.

Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.

This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.

The birth and survival rate of youth-owned businesses has been a major concern for policymakers, industry and academics alike. Learning and innovation play important roles and more critical is the mediating factors and how it impacts the enterprise competitiveness of youth-owned businesses and hence worth studying. Therefore, this study aims to examine the impact of mediating factors such as government support, informal network society and external knowledge infrastructure on learning and innovation in youth-owned small businesses in Lagos, Nigeria, from a cross-sectional perspective.

Leveraging the sectoral system of innovation theory, we use a primary research method and data obtained from a structured questionnaire administered among a sample of 1,000 registered youth-owned small businesses in Lagos, while 30 in-depth interviews were also conducted. The exploratory factor analysis was used for data examination.

The findings show that even though government support, informal network society and external knowledge all have a positive relationship with learning and innovation in youth-owned small businesses, government support has the most impactful impact. The informal network society via a trade association, professional network and social media are also critical in knowledge transfer in youth-owned businesses.

The significance of learning and innovation is more important as many small businesses do not have the privilege of standard human resource management (HRM) systems. This paper looks at the mediating factors affecting the introduction of innovative practices in youth-owned and managed small businesses and how productivity is enabled in a developing county context.

The purpose of this paper is to investigate how a substantial organization gradually builds a management accounting system from scratch, changing its accounting routines by learning processes. The paper uses the experiential learning theory and the concept of learning style to investigate the learning process during management accounting change. The study aims to expand the domain of management accounting change theory to emphasize the learning-related aspects that can constitute it.

The paper provides an interpretation of management accounting change based on the model of problem management proposed by Kolb (1983) and the theory of experiential learning (Kolb, 1976, 1984). The study is based on a 14-year longitudinal case study (1994‐2007). The case examined can be considered a theory illustration case. Data were obtained from a broad variety of sources including interviews, document analysis and adopting an interventionist approach during the redesign of the costing system.

The paper contributes to two important aspects of management accounting change. First, it becomes apparent that the costing information change was not a discrete event but a process of experience and learning conducted through several iterations of trial-and-error loops that extended over the years. Second, the findings reveal that the learning process can alter management accounting system design in a radical or incremental way according to the learning style of the people involved in the process of change.

Because of the adopted research approach, results could be extended only to other organizations presenting similar characteristics. Several further areas of research are suggested by the findings of this paper. In particular, it would be of interest to investigate the links between learning styles and communication and its effect on management accounting change.

The paper includes implications for the management of learning during management accounting change, to improve the efficiency and effectiveness of this process.

This paper is one response to the call for an interdisciplinary research approach to the management accounting change phenomena using a “method theory” taken from the discipline of management to provide an explanation of the change in management accounting. In respect of the previous literature, it provides two main contributions, namely, the proposal of a model useful both to interpret and manage learning processes; the effect of learning style on management accounting routines change.