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The purpose of this study is to investigate the impact of strategic entrepreneurship on explorative and exploitative innovation in the presence of strategic learning capabilities. This study has also explored the moderating role of structural organicity between strategic entrepreneurship and strategic learning capabilities.

A total of 298 employees working in software houses of Pakistan participated in the study. The study used a questionnaire-based survey through “google forms” on convenience basis, and structural equation modeling was used to test the hypotheses.

The results supported the positive association of strategic entrepreneurship with explorative and exploitative dimensions of innovation. Further, strategic learning capabilities was noted to mediate the association between strategic entrepreneurship and explorative innovation; however, it did not mediate the association between strategic entrepreneurship and exploitative innovation. Finally, the study examined the moderating role of structural organicity and noted a higher positive impact of strategic entrepreneurship on learning capabilities in the case of high structural organicity.

The study collected data from a developing country during COVID-19, which may affect generalizability. The study suggests management to work on employees’ learning capabilities to cultivate the benefits of explorative innovation.

This study explores the mediating role of strategic learning capabilities between strategic entrepreneurship and innovation ambidexterity. In addition, it explores the conditional effect of structural organicity to trigger strategic learning capabilities.

The purpose of this paper is to provide insights into the overarching role of learning capabilities by presenting a framework to describe how learning capability development is captured by combining the three main elements of internal marketing orientation, exploratory capabilities and resource recombination.

This is a conceptual paper building upon the theoretical integration approach of Mayer and Sparrowe (2013) to establish competitive empowerment through learning capability development, effective internal response and resources recombination.

The competitive learning capability model provides a firm’s foundation for theorizing organizational competitive models from an internal perspective, by mastering learning capability development at the centre of the model.

The paper emphasizes the competitive connotation of learning capabilities as a construct in strategic management. It shows the underlying role of learning across organizational processes; hence, its theoretical significance through the learning capabilities model.

This paper argues that learning is at the centre of organizational competitiveness. Firms can achieve more fruitful results by continuously implementing resource integration strategies built on their learned experiences.

The principal significance of this paper lies in the achievement of conceptualizing learning from a strategic management perspective. Insight in this area helps bridge organizational efforts in pursuit of competitive advantage by exploiting key core learning competencies embedded in a firm’s resources and capabilities.

As purveyors of knowledge-based and high value-added services to the manufacturing sector, industrial service small- and medium-sized enterprises (SMEs) must develop the information technology (IT) capabilities that, in combination with other non-IT capabilities, enable their capacity for organizational learning (OL) and for explorative learning in particular. In this context, this study aims to identify the different causal configurations that account for the nonlinear complex interplay of IT capabilities for exploration and strategic capabilities for explorative learning as they affect these firms’ competitive performance.

Survey data obtained from 92 industrial service SMEs were analyzed with a configurational approach, using fuzzy set qualitative comparative analysis (fsQCA).

As it allows for equifinality, the fsQCA analysis identified two sets of causal configurations that characterize the sampled firms’ explorative learning capability as it relates to competitive performance. In the first set, two configurations were equally associated with high innovation performance, whereas in the second set, four configurations were equally associated with high productivity.

By viewing explorative learning as a dynamic capability that is enabled by the firm’s IT and strategic capabilities, the study contributes to OL theory by providing a more concrete or “operational” grounding, which allows for a greater practical applicability of this theory. By taking both the configurational and capability-based views of the OL-IT-performance causal framework, the authors provide an empirical basis for unraveling, explaining and understanding the complex non-linear relationships embedded within this framework.

This paper aims to deepen the understanding of strategic learning through the lens of environmental jolts.

Strategic learning is explained from the three paradigms of organizational learning.

Organizational learning provides a firm foundation to develop and elaborate the concept of strategic learning that can help organizations gain competitive advantage and adaptive capability.

Alan Meyer’s environmental jolt model is meaningful in that it is derived from stimulus–response model, which still explains important aspects of strategic learning.

Embedding a strategic learning capability will help organizations development fit with external environments.

This paper enlightens strategic learning as a Model II learning at the system level from a stimulus-response mechanism and opens up new possibilities of incorporating higher-order capability.

While the strategic management literature extols the virtues of engaging in strategic planning for superior performance, how a dynamic strategic planning capability can be developed remains underexplored; a knowledge void addressed by the paper through applying knowledge-based theory.

A mail survey was sent to high technology firms randomly sampled from the Kompass Directory of UK businesses. Firms were sampled at the SBU level, given the focus on strategic planning capability.

An organization’s strategic planning capability derives from extensive information distribution and organizational memory. While learning values is non-significant, symbolic information use degrades the development of a strategic planning capability.

By investigating the contributory activities that lead to strategic planning capability development, the findings establish how strategic planning materializes in organizations. Further, the differential effects found for knowledge management activities on strategic planning capability development extend empirical studies that suggest knowledge is always a central tenet of strategic planning.

A set of key knowledge activities is identified that managers must address for strategic planning capability development: strategic planning routines and values of search, analysis and assessment should be appropriately informed by investments in knowledge dissemination and memory on a continual basis. Meanwhile, information misuse compromises strategic planning capabilities, and managers must protect against out-of-context or manipulated information from infiltrating into organizational memory.

Despite the advent of the knowledge-based theory and its core premise that capabilities derive from knowledge management activities, little research has been conducted into demonstrating the knowledge-based antecedents of a strategic planning capability.

Organizational learning capabilities are embedded in organizational communication systems and processes related to knowledge creation and articulation. The emergence of new organizational forms (such as horizontal organizations) in rapidly‐changing environments and hyper‐competitive markets underscores the need to better understand these foundational sources of learning. In fact, the reason horizontal organizations may find success is that their structure is intended to promote communications systems and processes which enhance a knowledge‐response sequence similar to a stimulus‐response sequence associated with learning. These systems permit managers to quickly gather information, respond with agility in making decisions, and continue to make ongoing adjustments. Firms which understand the need to build their communications capabilities may be characterized as meta‐learning organizations. Resource‐based theory suggests that communications systems and processes are thus sources of competitive advantage. Future empirical research on organizational learning may progress by evaluating specific measures of communication process as proxies for learning processes.

Based on the dynamic capabilities view, the current study aims to empirically investigate the effects of organizational learning culture (OLC), strategic reconfiguration (SREC) and digital transformation (DT), altogether, on Egyptian private hospitals' strategic renewal in the face of the COVID-19 pandemic.

This study adopted a cross-sectional design to collect the data used to carry out mediation analysis. A self-administered questionnaire was used to collect data from a sample consisted of 264 Egyptian private hospitals. The smart partial least square structural equation modeling technique (PLS-SEM) was adopted to test the hypotheses.

The results demonstrate that OLC directly and positively affects SR. Besides, SREC and DT partially and serially mediate the OLC-SR relationship.

The sample size was small, covering only Egyptian private hospitals. The results may be different in the manufacturing sector and in other countries. The study was cross-sectional which is limited to trace long-term effects of OLC, SREC and DT on SR. Accordingly, a longitudinal study may be undertaken.

Private hospitals' managers must actively explore and dig out valuable resources in order to discover potential information and trends endeavor to redesign internal structures, and reconfigure their current resources, structures and strategies to achieve strategic renewal. The findings also provide new insights to mangers of private sectors' institutions and direct their attention toward adopting the strategic renewal option to survive amidst crises instead of retrenchment, persevering, or quitting business.

The study's results imply that health care providers have sought to improve the capacities of their health care systems to address the patient-level social needs through continuous learning, internal reconfigurations and the transformation toward digitalization to renew their services.

This study therefore contributes to SR literature by being the first empirical study to introduce an integrative model for the antecedents of SR amidst the pandemic.

The purpose of this paper is to empirically evaluate the mediating role of learning capability on the relationship between technological capability, relational capability and small and medium enterprises (SMEs) performance in developing economy of Africa.

A quantitative survey design was employed to collect the data from owner/manager of manufacturing SMEs in Nigeria. Partial least square structural equation model was used in the evaluation of both the measurement and structural models to determine the reliability and validity of the measurement and test the hypotheses, respectively.

The statistical result indicates a positive relationship between technological capability, learning capability and SMEs performance. Equally, relational capability significantly and positively relates to SMEs learning capability. However, relational capability negatively relates to SMEs performance, while technological capability also negatively relates to learning capability. Furthermore, learning capability mediates the negative relationship of relational capability and SMEs performance to significant positive relationship, while it does not mediate the relationship of technological capability and performance.

The analysis of this study is restricted to only resource-based view and dynamic capability theory. Data of the study were collected once a time on a self-reported technique. The study contributed significantly to the body literature on technological and relational capabilities and performance. It also demonstrated the need for SMEs manager to recognize and appreciate the roles of these strategic capabilities in achieving sustainable competitive position.

Through relational capability SMEs develops efficient collaborative relationship to acquire new techniques, knowledge. This is specifically, essential for SMEs firms from less developing and emerging economies as they are lagging behind at the global competitive platform, and that the possession of specific advantage locally may not be adequately enough to help penetrate the global markets. Similarly, technological capability enable firms to identify acquire and apply new external knowledge to develop operational competencies which may lead to the attainment of superior performance.

Government policies and programs designed to support technological development and innovation must be adjusted to consider the peculiar nature of SMEs firms in terms of technology and innovativeness that enhances competitive position and performance.

This study empirically examined the relationship of technological and relational capabilities and the SMEs learning capability and performance.

The purpose of this paper is to examine the development process of dynamic capabilities.

The paper adopts a qualitative, longitudinal participant-observation research design. A single case study firm was observed over a ten-year period of active researcher engagement allowing for the collection of rich data on the development and deployment of dynamic capabilities as they evolved.

Dynamic capabilities can be identified as sensing, seizing and transforming. They are capable of intentional development by managers through strategic decision making and deliberative learning, within a path-dependent evolution.

A longitudinal single case study allowed for a close look at the development of dynamic capabilities, exploring the context and conditions that facilitated change and tracing the evolution of the organization’s processes. However, this study remains subject to the limits of a single case approach. Future cross-sectional research would be able to test the conceptual model and allow for generalization of the findings to other populations of firms.

The dynamic capability concept has been criticized for being of little practical use to managers. This research shows the process of intentional dynamic capability development, offering insights to practicing managers.

This research adds to the relatively scant base of empirical work on dynamic capabilities and offers a conceptual model of dynamic capability development. The paper contributes to the neglected area of dynamic capabilities in SME’s, showing that the dynamic capability concept is relevant to this sector. The paper provides insight for practitioners by showing that intentional dynamic capability development is achievable.

Firms face the challenge of developing learning capabilities that enable them to work as part of an effective business network. While an extensive literature examines learning capabilities within the firm, little attention has been given to shared learning that occurs between networked firms. This study aims to explore how a manufacturer and businesses services provider learn to develop their supply network. Specifically, this research investigates four areas of shared learning that are central to supply network success, and discusses the development of shared learning capabilities within a supply network.

The paper presents an in‐depth, longitudinal case study of a supply network that involves an engineering company and two business services suppliers.

The study suggests that developing shared learning capabilities in four key areas is imperative for network success: business relationships, customers’ desired values, firm boundaries, and network structures. Furthermore, there are three distinct types of shared learning that were common to all four areas of shared learning identified. These are: strategic shared learning, operational shared learning, and exchange shared learning.

The research findings are based on a single case study. Additional research across multiple case studies is needed in order to verify the findings reported.

The four learning areas have significant managerial implications for the way managers develop mechanisms to capture and share learning associated with developing supply networks.

This research addresses a gap in the literature concerning the areas of learning capabilities for developing a supply network. The findings are important to research and practice with regard to how companies develop learning capabilities.