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This paper aims to challenge the alleged gender-neutral character of Argyris and Schön’s theory of organizational learning (1978). While theories in organizational science seem gender neutral at the surface, a closer analysis reveals they are often based on men’s experiences.

This paper uses the method of gender subtext analysis, centering on gendering and its interaction with gender, class and race.

The dichotomous learning scheme of Argyris and Schön, in which a limited learning approach with alleged masculine values and interaction styles is opposed to an ideal learning approach with feminine values and interaction styles, is related to Bendl’s subtexts of feminization and of unconscious exclusion and neglect in organizational theories. To overcome the binary character of the theory, a gradient and contextualized approach to organizational learning is proposed.

This paper is the first to apply gender subtext analysis to theories of organizational learning and, thus, to analyze their gender subtext.

This paper aims to first introduce the four contributions to the themed issue of The Learning Organization entitled “Learning Organization/Organizational Learning and Gender Issues”. Second, the commonalities among these articles function as themes that can generate further research and engaged or problem-driven scholarship and practice.

Feminist critique.

These articles challenge commonsense, blur boundaries between reality and imagined visions and form a multilevel matrix for understanding and change regarding gendered learning organizations.

As an introduction to a special issue, this essay summarizes and extends on the four contributions and then extends the insights to encourage discovery, learning and engagement.

Although researchers and multilateral agencies recognize that no single model of corporate governance exists, this has not stopped the push for a one best corporate governance model. Research recognized institutional factors, including culture, affects the nature of corporate ownership structure and consequently on disclosure, transparency and enforcement practices. Drawing on East Asian examples, the chapter argues that a focus on ‘market’ principles alone fails to account for the contextual effects of Asian political, historical and institutional forms which moderate corporate governance systems and practices. This chapter suggests that there is the need to consider the extant effects of ‘culture’ on corporate governance.

The purpose of this paper is to examine how hybrid organisations combine institutional logics to tackle complex social needs.

A multiple case study design was followed, and cases were selected using a two-staged sampling process. Using qualitative analysis, the mechanisms through which logics are selected, prioritised and get integrated in the strategies and practices of these organisations are illustrated.

The study contributes to the literature on hybrid organisations and their ability to address social problems in two important ways. First, the paper reveals through the concept of institutional rationality why market-based organisations emerge to address complex social needs in a complex institutional context. Second, the study demonstrates that there is heterogeneity in how logics are blended externally in their strategies and in how logics are integrated internally within the organisation.

All the cases are selected from India; hence the possibility that the findings are valid only for countries with similar institutional and socio-economic contexts cannot be negated.

The policy implication is that if business organisations should embrace social goals substantively, a regulation in the form of CSR is not enough. Instead, there should be institutional provisions to promote such hybrid organisational forms where alternative logics such as community, profession, etc., are part of the core logics of the organisation.

This study connects the strategic choices of organisations with their institutional logics’ configuration in the Indian context.

The purpose of this study is to assess students’ perceptions of four teaching and learning (T&L) methods used in a blended learning Contract Law course, namely, frontal, written assignments, simulations and online asynchronous T&L.

Law students (n = 417) filled in an anonymous questionnaire on their relative satisfaction with the four methods and their preferences. Participation was voluntary. The questionnaire was administered at the end of term, in class, prior to the Covid-19 restrictions. The results were calculated using Statistical Package for Social Sciences.

The students preferred face-to-face T&L in class and ranked online T&L last. Notably, 84% preferred blended learning combining all four methods. These results suggest that the online T&L for this Contract Law course setting was unsuccessful and that teachers should experiment with blending various T&L methods to maximize learning effectiveness and students’ satisfaction.

The results only reflect one course in one year among law students, thus affecting the generalizability of the findings. This is further exacerbated by the convenience sample and the fact that only one type of blending was evaluated. Overall, the findings indicated that the survey participants were not yet ready to embrace online T&L as a primary component of blended T&L.

This study Alternative online solutions should be sought to foster social learning when face-to-face learning is not feasible for reasons, such as geographic distance, students’ disabilities or the current pandemic that prohibits social gatherings. This conclusion is particularly pertinent with respect to the impact of Covid-19 on face-to-face learning. Designers of blended learning programs should listen more carefully to students’ voices, and bear in mind that minimizing face-to-face T&L for various reasons might jeopardize students’ satisfaction, which is likely to decrease learning effectiveness.

It is important that students’ perceptions be considered when building future T&L programs, especially students’ need for collaborative and social learning.

This study assessed four T&L methods administered in one course during the pre-Covid-19 era. This setting, which is rare, enabled a real-life assessment of the effectiveness of these popular methods as perceived by students.