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The purpose of this paper is to use conservation of resources (COR) theory as a lens for comparing the impact of line management on Bangladeshi public and private nurses’ perception of work harassment, well-being and turnover intentions where Anglo-American and European management models have been super-imposed on an existing different culture.

Survey data were collected from 317 Bangladeshi nurses’ (131 from the public sector and 186 from the private sector). Structural equation modelling was used for analysis.

High work harassment was associated with low-being, and together with management practices, it explained approximately a quarter of private sector nurses’ well-being. In total, management, work harassment and employee well-being explained approximately a third of the turnover intentions of public sector nurses, whereas only work harassment explained approximately a third of private sector nurses’ turnover intentions. The findings suggest a differential impact of management on work harassment across the public and private sector.

Cross-sectional data are susceptible to common method bias. A common latent factor was included, and several items that were explained by common method variance were controlled. Further, the findings are limited by the sample size from one sector and the use of only one developing country.

It is a waste of resources to transplant Anglo-American and European management models to developing countries without understanding the impact on nurses’ outcomes.

Anglo-American and European management models are not easily transferable to the Bangladesh context probably because of the impact of ties and corruption. Line management is a positive resource that builds employee well-being for public sector employees only.

This paper seeks to present organizational learning processes of knowledge accumulation, articulation, codification and subsequent routine development in a marketing services organization where judgment and rules of thumb were more the norm than codified knowledge and explicit routines. The case illustrates how organizational learning through a conscious knowledge codification effort could lead to tangible benefits for consumer‐driven organizations and how heterogeneous and infrequent yet important routines can be aided by an explicit and dynamic learning process.

After a review of the relevant literature, a case is provided to illustrate many of the key concepts in the organizational learning literature as they are applied to a consumer package goods company.

The case study is followed by a discussion of how the organization in the case applied organizational learning processes through a knowledge clarification and codification system. The organizational learning process was enabled by contextual enablers such as leadership commitment to organizational learning, teamwork and organization‐wide participation in the knowledge articulation and codification processes, and multi‐lateral flow of information across the organization in developing the routines.

Implications of how companies in market‐oriented environments that often have nuanced practices and uncodified norms could utilize various organizational learning processes are discussed in the paper.

It is rare in the field of organizational learning to see the application of numerous learning theories in one place and one organization. Such was the case in this examination, where different roles played by different organizational components, such as support from leadership, teamwork and flexibility, organization‐wide participation, and multilateral communication, in addition to knowledge accumulation, articulation, codification, and circular learning loops were utililzed by the organization to produce marketplace success for a major consumer battery company with heterogeneous and nuanced yet important learning requirements.

This paper attempts to propose a conceptual model to explain the micro-level antecedents of absorptive capacity (ACAP) and social context of joint engineering project teams. It delineates ACAP into four dimensions and suggests specific level for each dimension. Revisiting the micro-foundational origin of ACAP, acquisition of partner's embedded knowledge through joint project teams requires complex interaction among individuals, thus the effect of individual differences and perception in the team's context is proposed.

Cohen and Levinthal's assertion on the conceptual affinity that ACAP shares with creative capacity and organizational learning was revisited. Upon synthesizing pertinent literature, individual antecedents were conceptualized, while strategic alliance literature was examined to theorize on the social context.

Propositions relating individual antecedents and social context to associated dimension of ACAP are postulated. Furthermore, the paper suggests a need for further inquest on the implication of cultural differences.

The hypothesized relationships among the constructs are subject to empirical investigation in order to deepen our understanding on individual differences and social contextual effects.

Based on the conceptualized relationships among micro-level antecedents, multidimensional ACAP, and social context, this manuscript recommends some practical guidelines in the context of joint engineering project teams.

This study explicates the micro-level antecedents of ACAP within a joint engineering project team. By integrating individual and social context, it advances multilevel conceptualization of ACAP.

The authors explore the emergence of altmetrics and Open Access (OA) publishing and discuss why their adoption in the management field lags behind other fields such as life sciences. The authors draw on the status literature to discuss the knowledge production and consumption underpinned by the ‘Impact Factor’ metric and high-status ‘Toll Access’ journals and their implications. The authors explain the rise of altmetrics and OA publishing and their implications on the production and consumption of knowledge. The authors then examine the current situation, challenges and offer reflections on the management field’s progression towards a more open research regime in the digital era.

The purpose of this paper is to provide an explanation for the global influences and dynamics that have led major mining companies to adopt corporate social responsibility (CSR) policies, and frame them in terms of sustainable development. Bad reputations stemming from environmental disasters and social disharmony led mining multinationals to adopt CSR policies and improve their practices. Rationalist expectations about what is driving firm responses to external pressures are a necessary, but insufficient, explanation of how and why mining companies have sought to improve their reputations. Three elements are necessary to explain firm responses, including strategic adaptation to external pressures, learning processes associated with CSR, and internalization of sustainable development norms, understood as standards of appropriate behavior.

The paper presents a multidisciplinary theoretical framework for explaining the adoption of CSR policies and practices on the part of mining companies, and applies that framework to case studies of two major mining companies with global operations.

An account of learning processes and norms socialization as they relate to CSR provide a more comprehensive explanation of how and why mining companies adopt CSR policies. Incorporation of these elements provides a better explanation of why mining companies began to frame their CSR policies in terms of the global norm of sustainable development.

The paper contributes to the theoretical understanding of how and why firms adapt to changing societal expectations about appropriate corporate behavior by integrating two sets of literatures; constructivism from international relations theory, and learning from organization theory.

The sports field is in constant change and adaptation, which leads to a need to explore new strategies to achieve success. This is why interest in technology has increased in recent years. However, despite its undeniable importance, there is no quantitative data that provides a macroscopic view of the existing literature. Therefore, the objective of this study is to carry out a bibliometric analysis that provides structured information on the origin and academic evolution of technology in the sports field. To this end, a total of 170 articles published between 1977 and 2019 in the Web of Science (Core Collection) related to technology in sport have been analyzed. The 170 publications cover 396 authors, 134 journals, 37 countries and 261 institutions. In order to carry out the analyses, authors, journal, institution and country have been taken into account, as well as the co-authoring, co-citation and co-words networks. This information can provide an overview of the three thematic areas found: (i) technology in sport from an educational perspective, (ii) technology in sport from a medical-performance perspective, and (iii) technology in sport from a management perspective.

With the materialization of literature on strategic change, it is clear that organizational learning and organizational dynamism have been among the most notable areas of study. The purpose of this paper is to extend the literature on strategic management by examining the mediating effects of organizational learning and the moderating role of environmental dynamism on the relationship between strategic change and firm performance.

A survey questionnaire was administered to 650 respondents who were both corporate and business-level managers of 22 main deposit money banks (commercial banks) and their branches across the country. In total, 630 questionnaires were returned and 587 were used after following all the processes of data preparation. Path analysis was employed to test the hypotheses in this study using Smart PLS 3.

The study found a significant mediating effect of organizational learning on the relationship between strategic change and firm performance. Although no significant moderating role of environmental dynamism was found, the directions of the path coefficients are consistent with the hypothesis. All the relationships between the constructs are significant.

It is paramount for managers to understand the type of environment and learning that fits diverse kinds of strategic changes in order to improve firm performance. It is evident that changes that are not proactive and generative organizational learning may seem dangerous for a firm. However, organizations should learn to incorporate the change to be able to compete in a dynamic competitive environment.

Prior studies on strategic change, environmental dynamism and organizational learning have mainly focused on manufacturing and construction industries in the developed countries, but less has been done in the service sector, particularly the banking organizations in developing countries. Nigeria is one of those countries. Therefore, this study focuses on the links between strategic change and firm performance, moderating role of environmental dynamism and the mediating effect of organizational learning within the context of the Nigerian deposit money banks.

Examines popular theories of learning in organizations to highlight their limitations for reform and change. Divides learning approaches into four general strategies ‐ organizational learning, learning organization, learning environment, and “learning space”. Examines how issues of power, diversity, indeterminacy and hierarchy are treated in each approach and the extent to which multi‐vocal strategies of learning are engendered. These issues have been central to concerns raised in the literature about organizational control. However, much of what is popularly promoted as prescriptions for learning in organizations ‐ on dimensions such as teamwork, leadership, and culture ‐ have significant elements in which there is little evidence of reflection on issues of control. Gives particular attention to Peter Senge’s book, The Fifth Discipline, which has become the blueprint for many organizational learning projects and other learning approaches. Also gives attention to a popular account of learning, an address by the CEO of the Australian telecommunications firm, Telstra. The analysis provides a basis for raising questions about popular learning strategies and underlines the need for managers to reflect on the complex, contextualized, and contentious nature of learning and its macro‐level constraints and its micro‐level impacts.

Learning capability improves knowledge resources fosters innovative capabilities and firm competitiveness. The study aims to examine the human resource management (HRM) practice and employee creativity relationship using organizational learning capability (OLC) as a mediating variable.

Data were collected from 67 small-sized and 96 medium-sized firms. Confirmatory factor analysis was applied to establish construct validity and reliability. Structural equation modeling was used to evaluate the proposed model and hypotheses.

The results show that performance appraisal and employee creativity were positively related. Employee participation and employee creativity were positively related. Compensation and employee creativity were nonsignificantly related. OLC mediates the performance appraisal and employee creativity relationship. Similarly, OLC mediates the employee participation and employee creativity relationship. However, OLC did not mediate the compensation and employee creativity relationship.

Due to the research’s SME focus and cross-sectional data, the finding’s generalizability will be constrained.

The findings of the study would be useful to policymakers, stakeholders and management of SMEs in developing a supportive learning climate that promotes experiential and continuous learning cultures to ensure strategic capabilities, sustainable competitive advantage and innovativeness.

The study contributes to the extant literature on OLC, HRM practices and employee creativity by empirically evidencing that OLC mediates the performance appraisal, employee participation and employee creativity relationship.

This chapter examines different dimensions of leadership communication that promote creativity and innovativeness. It explores how leaders engage and inspire their subordinates on the one hand and how they motivate, challenge and encourage them on the other. The aim is to provide a multifaceted description of how leaders use communication to promote innovativeness in organisations. The chapter draws on the ‘wheel of leadership communication on innovations’ by Zerfass and Huck (2007). The wheel examines communication based on cognitive, affective, conative and social dimensions. The other key concepts of the study are transformational and communicative leadership. The approach is qualitative, and the data derive from interviews with leaders of small and medium-sized enterprises (SMEs). The findings suggest that to promote organisational innovativeness all four dimensions – cognitive, affective, conative and social – must be taken into account. Multidimensional skills are required of leaders who are expected to master different communicational roles and to act as enablers, engagers, motivators and supporters at the same time. This calls for emotional and social sensibility, flexibility and adaptability to different people and situations. Leadership communication is crucial for innovation management because creative thinking and commitment enable innovation. Therefore, in the business context, attention must be paid to how people are inspired, supported and motivated, as well as to open communication. The main limitations of the study are that it focuses only on SMEs and that it does not include the voices of personnel, which would have added value to the managerial perspectives.