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This study aims to develop a model of learning-by-hiring in which knowledge gains may occur at the time of recruitment but also after recruitment when other incumbent organizational members assimilate a recruit’s knowledge. The author’s model predicts that experienced recruits are more likely to catalyze change to their organization’s core technological capabilities.

The continuous-time parametric hazard rate regressions predict core technological change in a long panel (1970–2017) of US biotechnology industry patent data. The author uses over 140,000 patents to model the evolution of knowledge of over 52,000 scientists and over 4,450 firms. To address endogeneity concerns, the author uses the Heckman selection method and does robustness tests using a difference-in-difference analysis.

The author finds that a hire’s prior research and development (R&D) experience helps overcome inertia arising from her or his new-to-an-organization “distant” knowledge to increase the likelihood of core technological change. In addition, while the author finds that incumbent organizational members resist technological change, experienced hires may effectively induce them to adopt new ways of doing things. This is particularly the case when hires collaborate with incumbents in R&D projects. Understanding the effects of hiring on core technological change, therefore, benefits from an assessment of hire R&D experience and its effects on incumbent inertia in an organization.

First, the author does not recommend managers to hire scientists with considerable distant knowledge only as this may be detrimental to core technological change. Second, the author recommends organizations striving to effectuate technological change to hire people with considerable prior R&D experience as this confers them with the ability to influence other members and socialize incumbent members. Third, the author recommends that managers hire people with both significant levels of prior experience and distant knowledge as they are complements. Finally, the author recommends managers to encourage collaboration between highly experienced hired scientists and long-tenured incumbent organizational members to facilitate incumbent learning, socialization and adoption of new ways of doing things.

This study develops a model of learning-by-hiring, which, to the best of the authors’ knowledge, is the first to propose, test and advance KM literature by showing the effectiveness of experienced hires to stimulate knowledge diffusion and core technological change over time after being hired. This study contributes to innovation, organizational learning and strategy literatures.

In today’s digital age, technology is advancing at an unprecedented pace, and businesses that fail to keep up risk falling behind their competitors. This requires not only investing in technological resources but also creating a culture that values and encourages women in technological learning and innovation in the tourism and hospitality sector. This study aims to investigate the consequences of organizational learning on firm innovation directly and indirectly with cultural and technological perspectives.

The study carries out a quantitative approach, and data is collected from 398 women entrepreneurs from Thailand’s tourism and hospitality sectors. The statistical software Smart-PLS was used to analyze the data.

The findings revealed that organizational learning (the learning orientation and learning process) significantly influence firm innovation and organizational culture. Organizational culture also significantly mediates learning orientation, learning process and firm innovation, while learning leadership was found to be insignificant in relationship with organizational culture and firm innovation. However, technological knowledge has a significant moderating influence between organizational culture and firm innovation.

This study’s focus on the role of learning practices among women-owned small medium enterprises is a valuable contribution to the literature on innovation and entrepreneurship. These provided dimensions that can be helpful for women entrepreneurs to enhance firm innovation. The study shed light on the importance of diverse kinds of learning practices that change the patterns of innovation. This study also provides directions to practitioners to develop and implement business innovation strategies from women’s perspectives.

Emphasis is placed on knowledge-sharing practices and their influence on the power structure influenced by the technological background of the organization. This paper aims to focus on technological skills institutionalized to build organizational technological capital favoring the knowledge-sharing practices. It aims to extend the sociology literature by providing a conceptual background to explain the restructuring initiatives through the stabilizing role of technological capital.

Two comparative case studies have been conducted: the first study took place in a public company and the second study was carried out in a private company of telecommunication involving a documentary study, an observation and semi-structured interviews.

The findings in this paper show that the knowledge-sharing practices in the organizational field are stabilized by the technological capital. The technological capital promotes a knowledge management system and plays an important role in restructuring the established power within knowledge intensive organizations.

Chief executive officers are encouraged to promote sharing practices through developing an innovation culture and valuing technological skills. Relevance should be granted to the technological capital, which aligns the restructuring of a learning organization and promotes the knowledge management systems and stabilizes the organizational structure. Organizations should capitalize a set of technological skills as part of their organizational relevant capital.

Based on the practice theory of Bourdieu, this paper lights on the triad relation between knowledge sharing/organizational structure/technological capital through comparing between public/private management modes. A theoretical framework is proposed to overlap the ambiguity of the relation between knowledge and power.

E‐learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this paper is to conduct a study into the use of e‐learning in a rail organization.

Using an online survey, employees of a rail‐sector organization were questioned about their use and likelihood of adoption of e‐learning. This study explores the factors that affect the way in which learners experience and perceive such systems. Using statistical analysis, 12 hypotheses are tested and explored. Relationships between learning satisfaction, intention to adopt, and the characteristics of e‐learning systems were established.

The study found that e‐learning characteristics can buffer the relationship between learner characteristics and intention to adopt further e‐learning in the future. Further, the paper found that high levels of support can compensate individuals who are low in technological efficacy to adopt e‐learning.

The cross‐sectional design of the study and its focus on measuring intention to adopt as opposed to actual adoption are both limitations. Future research using longitudinal design and research employing a time lag design measuring actual adoption as well as intention are recommended.

From a practical perspective, organizations can focus on the actual content and authenticity of the learning experience delivered by the e‐learning system to significantly impact how employees will perceive and use e‐learning in the future. Low technological efficacy individuals tend not to adopt new technology. Instead of changing individuals’ personalities, organizations can implement supportive policies and practices which would lead to higher e‐learning adoption rate among low efficacy individuals.

The study integrates technology adoption and learning literatures in developing enablers for e‐learning in organizations. Further, this study collects data from rail employees, and therefore the findings are practical to an industry.

The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.

Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.

The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.

Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.

This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

This paper aims to examine the relationship between organizational learning (OL) and technology through the lens of strategic factors and to ascertain future research directions.

The systematic literature review method was applied in three stages to the 76 articles obtained from Scopus, Web of Science, Google Scholar and EBSCO databases.

This research revealed the evolution of the role of OL in innovation, performance, knowledge management and technological adoption and showcases a detailed conceptual model relating technology outcomes (technological innovation and capabilities) to OL outcomes (technology absorptive capacity, technological proactivity, as well as information technology [IT] and organization process alignment).

This review includes articles mainly in English and excludes conference proceedings.

This research attempts to guide managers and policymakers to foster an organizational culture conducive to technological adoption and OL. It helps organizations develop strategies for new product development, including strategic alliances and strategic leadership.

This review formalizes the linkages between technological absorptive capacity, technological proactivity and IT with technological innovation and capabilities. It identifies research gaps and elucidates future research directions.

The purpose of this paper is to explore the prior knowledge perspective on e-business environments to maintain expertise by firms. The perspectives indicate the crucial of e-service innovation and emphasize the transformative learning in the model.

The model proposed in this study examines the relationships among customer empowerment, normative pressure, innovativeness, transformative learning, and performance. This study presents empirical results from benchmark services in e-markets of Taiwan. There were 225 valid samples to test the proposed model with SEM.

Customer empowerment has significant and positive effects on innovativeness and transformative learning, respectively. Normative pressure has significant and positive effects on innovativeness and transformative learning, respectively. Innovativeness has significant and positive effects on transformative learning. Transformative learning has significant and positive effects on financial, customer, and business performance, respectively. In addition, innovativeness mediates the effects of customer empowerment and normative pressure on transformative learning.

This study finds that transformative learning is a crucial role on customer performance. Firms should emphasize on transformative learning of prior market and technological knowledge to achieve customer performance.

Customer empowerment is the technological knowledge innovation of e-business environments. However, normative pressure has to implement the market knowledge orientation on e-business environments. Besides, transformative learning has the largest effect on customer performance.

International businesses play a significant role in the growth, innovation and survival of technology-based firms (TBFs). Creating new opportunities in international markets, using communication networks and confronting constraints on available resources have distinguished the internationalization of small and medium-sized enterprises (SMEs) and intensified the importance of knowledge acquisition and continuous learning. This study aimed to (1) configure (the types and sources of) and (2) measure the internationalization knowledge of TBFs, by focusing on a knowledge-intensive part of the health industry in an emerging country: Iranian advanced medical equipment companies.

For this purpose, a qualitative approach was adopted to interview the leaders of eight TBFs exporting medical equipment. Obtained data were investigated using content analysis.

According to the content analysis results for configuration, technological knowledge and market knowledge were mainly obtained through direct experience and vicarious learning; however, internationalization knowledge is not so established as the third major knowledge area to integrate technological with market knowledge in line with corporate strategies of an internationalizing firm. For measurement of knowledge assets of internationalizing firms as a prerequisite for continuous improvement, several intellectual capital indices were extracted, including human, structural and relational capital.

This research complements existing literature in internationalization knowledge configuration via deploying an "Intellectual capital" perspective. It could enhance efforts for improving the learning of internationalizing SMEs, especially in the developing countries.

In today's turbulent environment, customers are playing a more important role in competition, which can be reflected by customers as co‐producer, value co‐producer, or co‐developer of knowledge and competencies, etc. Accordingly, business priority should be given to what customers really value. Unlike previous studies, which emphasize market performance mainly from the internal or firm's perspective, this paper proposes that firms should prioritize customer‐focused performance, defined totally from an external perspective of targeted customers. The paper examines the important role of customer‐focused performance and its interactive relationships with other dimensions of the overall performance system, and goes further to analyze the components and dynamics of customer‐focused performance. Finally, attention is given to the dynamic competence building and leveraging process and its key elements, which determines the customer‐focused performance in perspective of resource‐based views. Important propositions are presented and future implications discussed.

The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology.

The approach presents two case studies, one a large state research university, and the other a small liberal arts college.

Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff.

The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model’s application to diverse campus settings.

A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses.

The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented.

The manuscript reflects original work based on case studies that reflect the authors’ experiences.