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Researchers have used the construct of consumers’ perceived value to examine the behavioral attitudes or outcomes from different shopping experiences. The purpose of this paper is to investigate the equivalence of psychometric characteristics of consumers’ perceived value across groups of consumers to support the underlying assumption that the construct is universally equivalent across different shopping contexts.

Confirmatory factor analyses were performed to examine the measurement invariance of consumers’ perceived value in the different types of brand and retailer collaborations in a sample of 856 American consumers.

Based on the sequential tests, the results confirmed the consistent structure of the measurement instrument of consumers’ perceived value. In practical applications, although the invariance of monetary value could not be established at the metric level, the findings suggest that social value, convenient value and epistemic value were invariant across groups of consumers in the different shopping contexts.

This research may provide valuable insights into the measurement invariance of consumers’ perceived value, as well as suggestions for researchers before conducting substantive tests of theories with the construct.

The purpose of this study is to examine the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version.

This study used a secondary data set and performed second-order factor analysis and structural equation modeling for testing the proposed relationships.

The study found that a learning organization has a positive effect on knowledge performance; knowledge performance has a positive effect on financial performance; and knowledge performance fully mediates the relationship between a learning organization and financial performance.

This study contributes to validating the current dimensionality of the theoretical framework of a learning organization proposed by Watkins and Marsick (1993, 1996) and offers a valid conceptual framework of the relationship among the learning culture and organizational performance dimensions.

This study re-stresses the significance of the learning and knowledge generated by the human resources of an organization and developed by human resource development practitioners.

This study is valuable to human resource development scholars and practitioners interested in improving and measuring organizational performance.