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The purpose of this paper is to explore the inherent problem of Senge’s learning organization, embedded in his seminal work, The Fifth Discipline: The Art and Practice of the Learning Organization. The authors contend that such a problem has an enduring quality that leads to a highly problematic state of learning organization, and a radical shift in the understanding is necessary.

This paper is based on a critical review of relevant literature in the areas of learning organization. Some of Senge’s own works will also be reviewed.

This paper contends that Senge’s project of learning organization is a managerial attempt to remove bureaucracy and, as such, the concept of learning has been displaced from the outset. Hence, the theory of learning organization offers a weak response to the pressing issues such as climate and global warming. While some of Senge’s other works seem to show an awareness of the necessity of new managerial visions, the authors argue that what is required is a scrutiny of the belief that corporations are able to achieve a wider social and ecological goal.

This paper offers a radical account of Senge’s concept of learning organization, including Senge’s dialogue with Nan Huai-Jin, published in Chinese. The authors question the mysterious state of learning in Senge’s learning organization and offer a possible new account of learning organization.

The purpose of this paper is two‐fold: to explore the intellectual core of the knowledge management (KM) academic discipline in order to test whether it exhibits signs of a reference discipline; and to analyze the theoretical and practical impact of the discipline.

The most influential articles published in the Journal of Knowledge Management were selected and their cited and citing works were scientometrically analysed.

The KM discipline: builds its knowledge primarily upon research reports published in the English language; successfully disseminates its knowledge in both English and non‐English publications; does not exhibit a problematic self‐citation behavior; uses books and practitioner journals in the development of KM theory; converts experiential knowledge into academic knowledge; is not yet a reference discipline, but is progressing well towards becoming one; exerts a somewhat limited direct impact on practice; and is not a scientific fad.

KM researchers need to become aware of and use knowledge published in non‐English outlets. Given the status of KM as an applied discipline, it is critical that researchers continue utilizing non‐peer reviewed sources in their scholarly work. KM researchers should promote the dissemination of KM knowledge beyond the disciplinary boundaries. The issue whether KM should strive towards becoming a reference discipline should be debated further.

This study analyzes the KM field from the reference discipline perspective.

Liberal arts colleges (LACs) have played a crucial role in the foundation and development of the US higher education system. Today, these schools face numerous organizational and environmental challenges that threaten their performance and even survival. This paper aims to examine whether Senge’s (1990) vision of the learning organization can serve a useful function in responding to these challenges.

A conceptual analysis was conducted based on research relating to learning organizations, LACs and the liberal arts tradition.

The paper identifies significant congruence between learning organization and liberal arts/liberal learning principles. LACs may benefit from applying and modifying Senge’s (1990) framework to their own unique situations.

While The Fifth Discipline has certainly contributed to the lexicon of higher education, the role that Senge’s (1990) framework plays in LACs has received scant research attention. This paper investigates the applicability of Senge’s approach to an underexplored context.

The present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.

The literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.

The author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.

The scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.

To the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

The aim of this paper is to explore the notion of organizational learning as a way of collective knowledge construction to achieve long‐term competitive advantage. It proposes a theoretical framework based on action systems and process leadership perspective, integrating five key themes: systems, interaction and relationship, teambuilding, change, and renewal.

Literature review was adopted to determine the main streams of theoretical contribution on organizational learning and knowledge acquisition. Five distinct yet interrelated themes have been identified as contributing to the theoretical framework proposed.

It has been found that leaders play a crucial role in facilitating systems dynamics, influencing the rate and degree at which organizational members learn. Two such intervening factors as dialogue and reflection have been found to be the leitmotif of learning and knowledge co‐construction in the workplace.

The paper provides a number of pointers for further theoretical development, motivating both exploratory and explanatory empirical research in organizational learning and knowledge sharing. Of importance is the linking mechanism between different levels of learning and people involved in the learning.

A list of strategies has been suggested to help leaders manage and develop organizational learning. These views have arisen according to theoretical insights drawn from the literature review and the author's practical experience.

The paper offers both researchers and practitioners a useful perspective on the various aspects of organizational learning and knowledge building. Of practical value is the paper's attempt at making simple the complex process of learning and knowledge generation in ever‐changing organizational contexts.

In the era of Big Data, network digital resources are growing rapidly, especially the short-text resources, such as tweets, comments, messages and so on, are showing a vigorous vitality. This study aims to compare the categories discriminative capacity (CDC) of Chinese language fragments with different granularities and to explore and verify feasibility, rationality and effectiveness of the low-granularity feature, such as Chinese characters in Chinese short-text classification (CSTC).

This study takes discipline classification of journal articles from CSSCI as a simulation environment. On the basis of sorting out the distribution rules of classification features with various granularities, including keywords, terms and characters, the classification effects accessed by the SVM algorithm are comprehensively compared and evaluated from three angles of using the same experiment samples, testing before and after feature optimization, and introducing external data.

The granularity of a classification feature has an important impact on CSTC. In general, the larger the granularity is, the better the classification result is, and vice versa. However, a low-granularity feature is also feasible, and its CDC could be improved by reasonable weight setting, even exceeding a high-granularity feature if synthetically considering classification precision, computational complexity and text coverage.

This is the first study to propose that Chinese characters are more suitable as descriptive features in CSTC than terms and keywords and to demonstrate that CDC of Chinese character features could be strengthened by mixing frequency and position as weight.

This study aims to provide a comprehensive review and bibliometric analysis of the literature in the field of science, technology, engineering and mathematics (STEM) education over the past 15 years, with a specific focus on global distribution and research trends.

This study collected 1,718 documents from the Web of Science (WOS) database and analyzed their timeline distribution, geographical distribution, research topics, subject areas, learning stages and citation burst using a bibliometric approach with VOSviewer and Citespace.

Results indicated that: overall, STEM education has increasingly gained scholarly attention and is developing diversely by emphasizing interdisciplinary, cross-domain and regional collaboration. In terms of global collaboration, a collaborative network with the USA in the center is gradually expanding to a global scope. In terms of research themes, four key topics can be outlined including educational equity, pedagogy, empirical effects and career development. Social, cultural and economic factors influence the way STEM education is implemented across different countries. The developed Western countries highlighted educational equity and disciplinary integration, while the developing countries tend to focus more on pedagogical practices. As for research trends, eastern countries are emphasizing humanistic leadership and cultural integration in STEM education; in terms of teachers’ professional development, teachers’ abilities of interdisciplinary integration, technology adoption and pedagogy application are of the greatest importance. With regards to pedagogy, the main focus is for developing students’ higher-order abilities. In terms of education equity, issues of gender and ethnicity were still the hottest topics, while the unbalanced development of STEM education across regions needs further research.

This study provides a global landscape of STEM education along the timeline, which illustrates the yearly progressive development of STEM education and indicates the future trends.

The purpose of this paper is to provide a description of the SCOAP³ model, aiming to achieve a transition of peer‐reviewed literature of an entire field, high‐energy physics to open access.

An historical survey of publishing patterns in high‐energy physics puts open access in that discipline in context. A detailed, quantitative study of the publishing landscape in high‐energy physics is discussed, providing the economic basis for the SCOAP³ model.

The yearly publication output of high‐energy physics is concentrated on six journals by four publishers. This relatively compact publication landscape and the historical cohesion of the community make a transition of the entire field to open access feasible.

The results relate to a very specific field with a high potential for migration to open access. In open access there is no “one‐size‐fits‐all” solution, and other fields have to proceed to similar analyses to identify their most convenient model on the road to open access journals.

The SCOAP³ initiative seems to be a sustainable way for a transition to open access of scientific publishing of an entire discipline. It could serve as an example, and an experiment, in the search for viable business models for open access.

The paper provides an insight into the design of a business model for open access around the particular needs and publication landscape of a particular discipline.