Search results

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of organizational resilience of academics with and without the mediating effect of a multi-stakeholder network.

The authors used a comprehensive count sampling in which every academic was handed a questionnaire form to fill. This led to a decrease in the likelihood of research bias. In total, the authors distributed 960 questionnaire forms and collected 576 completed questionnaires, which is almost more than 60% of the total population. The authors used structural equation to determine the effect of OL on academics’ level of organizational resilience. The same equation was later used to assess the mediating role of the multi-stakeholder network on the aforementioned relationship.

The findings highlight a statistically significant influence of OL on academics’ level of organizational resilience. Moreover, the results revealed the significant role of the multi-stakeholder network in mediating the relationship between OL and organizational resilience.

This paper contributes by filling a gap in human resource management and organization literature in the higher education sector, in which empirical studies on the relationship between OL, multi-stakeholder networks and organizational resilience have been limited until now.

This paper aims to offer a contextualized and multi-stakeholder perspective for creating a learning organization (LO) 2.0.

Based on a systematic review of the critiques of LO in the past three decades, this paper suggests some possible directions for the development of next-generation of LO (e.g. LO 2.0).

It is suggested that LO 2.0 should adopt a contextualized perspective by considering the social, organizational, cultural and industrial contexts to enhance the success of LO implementation and help fine-tune the universal LO model. Accordingly, LO 2.0 should adopt a multi-stakeholder perspective by incorporating multiple stakeholders during the process of design and implementation under the rationales of counteracting managerial dominance of low-power marginalized employees and mitigating the impacts of increased competition and technology advancement.

This paper provides some practical advice to business practitioners regarding how the practices of LO 2.0 can be adopted.

The study adds to the existing LO literature by further supporting and developing a contextualized and multi-stakeholder perspective to create the next generation of LO.

The purpose of this paper is to examine systematically and reflectively the relevance of four different aspects/types of the learning organization idea to higher educational institutions (HEIs), from three ideal-typical stakeholder perspectives: the managerial perspective, the employee perspective and the societal perspective.

Literature review of 73 prior works on the relevance of the learning organization idea to HEIs, and a systematic examination from different stakeholder perspectives, i.e. an examination based on a “multi-stakeholder contingency approach.”

The learning organization idea needs to be reformulated to some extent to become fully relevant to HEIs.

The “multi-stakeholder contingency approach” can be used advantageously in any contextualization study of the learning organization idea as well as in contextualizing any other fashionable management idea.

The learning organization idea should not be adopted uncritically by HEIs, nor should it be uncritically rejected. In particular, HEIs should avoid becoming too organic and instead, be moderate when adopting the “learning structure” aspect/type of the learning organization idea.

It is recommended that the societal perspective be prioritized, in that HEIs are mainly for society.

In contrast to the previous stock of literature on HEIs as learning organizations, which, generally speaking, is non-cumulative, uncritical, incongruent and unsystematic, this paper systematically and reflectively examines the relevance of various definitions of the learning organization from diverse and explicit stakeholder perspectives.

We argue that in order to address the contemporary challenges that organizations and societies are facing, the field of organization development (OD) requires frameworks and skills to focus on the eco-system as the level of analysis. In a world that has become economically, socially, and technologically highly connected, approaches that foster the optimization of specific actors in the eco-system, such as individual corporations, result in sub-optimization of the sustainability of the natural and social system because there is insufficient offset to the ego-centric purposes of the focal organization. We discuss the need for OD to broaden focus to deal with technological advances that enable new ways of organizing at the eco-system level, and to deal with the challenges to sustainable development. Case examples from healthcare and the agri-foods industry illustrate the kinds of development approaches that are required for the development of healthy eco-systems. We do not suggest fundamental changes in the identity of the field of organizational development. In fact, we demonstrate the need to dig deeply into the open systems and socio-technical roots of the field, and to translate the traditional values and approaches of OD to continue to be relevant in today’s dynamic interdependent world.

The aim of the paper is to investigate social sustainability by focussing on the stakeholder theory and by presenting specific levers and capabilities for building more socially sustainable organizations.

The paper is based on the analysis of recent academic and managerial literature. Through comparing theoretical and methodological perspectives from multiple authors, a specific theoretical and methodological viewpoint based on the stakeholder theory is proposed.

The paper discusses the idea that building socially sustainable organisations requires the management of multi-stakeholder processes that are physiologically conflicting and that often create paradoxical tensions. Participative settings of action and reflection and capabilities as reflexivity and “paradoxical thinking” are proposed as key levers for dealing with multi-stakeholders processes towards a more socially sustainable organizing.

This paper raises reflections focussed on the “social pillar” of sustainability and does not consider different types of organizations in different multi-stakeholders processes. Such a perspective does not exhaust the variety of cases and research studies that could be considered in the field and further developed.

The value of the paper is in its construction of a framework for both research and practical purposes in the domain of management and sustainability. The work also attempts to link the concepts of reflexivity and paradox to a methodological proposal for leading the organizational journey towards social sustainability.

This chapter focuses on an innovative effort in the Italian context in which a complex web of partnerships was created as the foundation of an alternative model of health care. More specifically, the start-up of a health-care organization – Welfare Italia Servizi (WIS) – is analyzed and discussed with respect to its sustainability.

The process of organizing a sustainable health care is analyzed through the theoretical lenses of multi-stakeholders management and partnership perspectives.

The possibility of developing dense knowledge about the WIS’s case has stemmed from our collaboration with the organization board with regard to a research process intended to monitor the organizational start-up and its sustainability challenges.

The case provides new insights into the dynamic nature of building multi-stakeholder partnership in a complex environment; the developmental life-cycle challenge of multi-stakeholder partnership, and the meaning of sustainability. The case suggests a tapestry of issues such as how sustainability may be “paradoxical,” dynamic, led by different and sometimes conflicting logics, and changeable over time like a growing tree in an intricate forest.

The case can stimulate learning and discussions both within the community of practitioners and the community of academics with respect to which promising conditions could help address the challenge of starting-up a sustainable organization in the health-care field.

This paper aims to offer an empirical application of the concept of learning organization (LO) 2.0.

Based on fieldwork study, a case of Ricoh Ena Forest Project is presented to illustrate the contextualized and multi-stakeholder perspective of LO 2.0 in running an environmental sustainability project.

The case demonstrated the value of incorporating multiple stakeholders to develop a multi-party learning entity for sustainability pursuit. The findings also highlighted the importance of forfeiting managerial dominance and the creation of a shared commitment in implementing the concept of LO 2.0.

The study adds empirical evidence to the literature on how LO 2.0 can be implemented and provides guidance on tackling some of the potential challenges.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Unexpected events invariably pose significant threats to most firms. However, a focus on organizational learning at individual, group and collective levels can make the company more resilient in the face of such adversities and turn potentially damaging situations into valuable sources of opportunity.

Unexpected events invariably pose significant threats to most firms. However, a focus on organizational learning at individual, group and collective levels can make the company more resilient in the face of such adversities and turn potentially damaging situations into valuable sources of opportunity.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The authors discuss a large system transformation project they designed and implemented in Slovenia at the start of its independence in the early 1990s. Post-mortem insights are useful for practitioners who embark on similarly broad transformation processes. Design issues are discussed such as structuring the pre-contracting phase to guarantee inclusive stakeholder representation and participation throughout the transformation process and how intervention design needs to allow for experimentation and multi-stakeholder alliance building. Application of action research and action learning in a risk-averse environment typical of central governments helped create a sense of ownership, control, and collective accountability in the partner country.

The purpose of this paper is to explore how enterprises are to arrange its learning processes in order to optimise the integration and creation of sustainable organisational learning. The paper describes a lite learning evaluation technology that makes processual real-time evaluation of implementation of new knowledge and competences in practice context.

The research is based on a case study that is designed and planned as a mixed method inquiry. The empirical case study is based on data from a large Danish enterprise from the telecommunication industry conducting a leadership and sales training programme. Case study analysis uses data drawn from the implemented pulse survey followed up with qualitative interviews with the course participants.

The authors show results on two levels. On the individual level, processual real-time lite learning evaluation tools create transparency and adaptability. On the organisational level, tool shapes the organisational capacity to improve routines and practices for how to work with organisational learning and learning data in general. Instead of treating learning and development as something that happens “automatically”, organisations now have a tool for informed decisions aimed at creating sustainable organisational learning processes and results.

The paper prompts insights that call for enterprises to enhance focus and dialogue on how to work in new and smart ways with learning at a multi-stakeholder level in organisations. The design and deployment of a real-time lite evaluation tool in organisations are key to bolster learning and competence development, so that organisations and societies can become more responsive in responding to the challenges posed by today’s knowledge economy.