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The purpose of this study is to analyze the configurational effect of transformational leadership, team conflict, team cohesion and psychological safety on team learning.

The questionnaire and two different data sources (team members and team leaders) were used as data collection strategy. Based on a sample of 82 teams, qualitative comparative analysis in its fuzzy set variant was used to test the model.

The findings of this study reveal that three important paths explain team learning: the presence of transformational leadership, task cohesion and psychological safety with the absence of relationship conflict; the presence of transformational leadership, social and task cohesion and psychological safety; and the presence of transformational leadership, social and task cohesion with the absence of relationship and task conflict.

Overall, the findings suggest that the presence of transformational leadership, team cohesion and psychological safety and the absence of conflict are important conditions for team learning to occur, as well as that more than one configurations of antecedent factors drive team learning.

This paper is focused on team learning, the fourth discipline proposed by Senge (1990) in his seminal book The Fifth Discipline: The Art and Practice of the Learning Organization. This paper aims to provide a reflection upon the journey that this construct has made since this book’s publication, in terms of conceptualization, research and its link to organizational learning and learning organizations.

This paper is based on a review of Senge’s (1990) conceptualization of team learning and on a literature review of team learning research that has been produced since then.

Since the first edition of Senge’s book in 1990, team learning has been growing as an autonomous research topic with numerous papers centered on learning at this level of analysis. Senge’s proposals concerning team learning remain present in the way team learning is now conceptualized, but this research stream has led to advancements in its conceptualization and on the understanding of its antecedents and consequences. Nevertheless, the authors observed a lack of research centered on the link between team learning and organizational learning, as well as between team learning and the concept of the learning organization.

This paper offers a review of research on team learning, suggesting some avenues for further research on this topic and its contribution to learning organizations. As teams are nowadays the building blocks of most organizational structures, and learning is a key process for effectiveness, research on learning at this level of analysis will remain valuable.

The purpose of this paper was to contribute to a deeper understanding of the effects of transformational leadership on team performance, examining the role of team psychological capital (team PsyCap) and team learning behaviours as intervening mechanisms in that relationship.

A quantitative study with a cross-sectional design was conducted. The sample was composed of 82 teams from 57 Portuguese companies. Hypotheses were tested through structural equation modelling.

Results revealed that transformational leadership is positively related to team PsyCap, which, in turn, is positively related to team learning behaviours. Moreover, the study’s findings supported the indirect influence of transformational leadership on team performance, through the role played by team PsyCap and team learning behaviours.

This is the first study that considers the mediating role of team PsyCap and team learning behaviours in the relationship between transformational leadership and team performance. In this manner, the present research contributes to the body of research on leadership, highlighting the way through which leadership might translate into team performance. Moreover, it contributes also to the positive organisational behaviour literature, identifying both antecedents and consequents of team PsyCap. The study’s findings encourage organisations to develop ways of reinforcing transformational leadership behaviours and psychological capital among teams.

The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members’ motivation on the relationship between team learning conditions (shared learning beliefs and team learning support) and members’ satisfaction with the team was analysed.

An empirical study with a multilevel design was carried out. Data concerning learning conditions, motivation and satisfaction were obtained from a survey among 398 employees working in 71 teams that perform complex tasks from 24 companies. A multilevel analysis was conducted.

Overall, the results showed that both team learning conditions – shared learning beliefs and team learning support – had a significant positive effect on members’ satisfaction, which was mediated by members’ motivation.

The proliferation of groups in the organizational setting has set new challenges for organizational research. In fact, more than ever it is necessary to study the conditions under which teams can be successful. Our findings put forward the relevance of creating conditions in the team to learn to increase team effectiveness, namely, in terms of team members’ satisfaction.

This study aims to analyse the impacts of an institutional change process on a specific higher education institution in Europe and the trade-offs between the faculty perceptions of success and the organization image during this process, in light of the identity institutional theory.

The impacts of this institutional change are analysed and discussed based on in-depth interviews conducted with faculty members of the accounting department in which they reflected upon academic success vis-a-vis the career assessment system adopted, followed up by those faculty members’ answering an electronic questionnaire about organizational identity and image perception (Gioia et al., 2000).

Considering the individual perspectives, faculty are concerned about their vocations and aspirations, with feelings of apprehension and insecurity, perceiving the institutional goals as too high and potentially unattainable. By shifting the priority towards research, costs in terms of losing the institutional excellence in teaching might arise, which has been traditionally keen to the institute’s organizational identity and consistent with faculty’s perceptions of academic success.

As in any research endeavour, some limitations might emerge. First, the authors addressed the context of a specific business school, in a European country. It is certainly true that culture plays a role in terms of both organizational and national levels. The authors acknowledge this as a limitation. Nevertheless, this research takes a “local” stance, the logic of academic evaluation and its impacts on institutional and individual identity formation processes is a worldwide phenomenon. Second, in defining the authors’ selection criteria, the authors excluded the possibility of other voices to be heard, both in the department itself and in the business school. Regarding the department, the authors argue that those are the ones who could influence future decisions, considering that they are the only ones eligible for the governing bodies under the institute’s regulations. Regarding the business school, adding other department(s) means adding other discipline(s) to the authors’ analysis with specific and different dynamics of researching, publishing and teaching, which also impacts the expectations regarding career and academic success.

First, before beginning an institutional change process, it is necessary to assess the vocations and aspirations of its members. The solution requires to reanalyse academic career premises and to reconsider the weights given to each academic activity, or furthermore, to offer more than one career path, so as to make it flexible for each faculty to follow their vocations and aspirations or to adapt to life demands. Second, in terms of organizational identity and image, the challenge is to minimize the gap between the construed external image and the internal identity, striving to achieve a balance between teaching, research, outreach and service.

Because of the nature of the academic work, the authors propose that the application of the theory should be preceded by a careful consideration of what is academic success. The misalignments studied and reported here reveal a multilevel phenomenon, wherein individual academic identities are often in conflict with the institutional image. The authors’ study entails a contribution to the application of the identity institutional theory to academic institutions.

The purpose of this paper is to present a conceptual framework for performance measurement (PM) for the integration of supply chain management (SCM) and quality management (QM).

A systematic literature review on SCM and QM was conducted to develop key performance measures related to six areas of integration between QM and SCM: leadership; continuous improvement and innovation; sustainability performance; stakeholders; information system; and management and strategic planning.

Supported by the literature concerning to supply chain quality management (SCQM) integration, a set of nine propositions about performance measures, that contribute to the integration of SCQM, were developed.

This study contributes to QM practices within a supply chain environment from an integrated perspective. Additionally, the propositions have significant implications from both managerial and theoretical perspectives. This study also extends the concept of supply chain quality integration by focusing on key aspects of PM that may help to improve the overall performance of the supply chain.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

Disaster management practices depend on societies' knowledge. As climate change rapidly reshapes knowledge, questions arise about how knowledge for disaster management is produced and (re)shaped in modern world and how effective it is to withstand the ever-growing frequency and magnitude of disasters. This paper discusses the dynamics of knowledge creation and its use for disaster management in Chokwe district, southern Mozambique.

The study reviews historical archives to identify how disaster management knowledge has changed from pre-colonization to the present.

Before colonization, local knowledge associated with traditions of asking gods and ancestors for rain and blessings in life prevailed. With colonization, around the 1500s, Portuguese rulers attempted to eliminate these local practices through an inflow of European settlers who disseminated scientific knowledge, built dams and irrigation schemes, which changed the region’s knowledge base and regimes of flooding and drought. After independence in 1975, the new government nationalized all the private property, expelled the settlers and imposed a socialist order. All knowledge on disaster management was dictated by the new government; those against this new order were sent to re-education centers implanted nationwide. Centralization of knowledge and power was, therefore, implanted. Socialism collapsed by the 1990s, and over time, there has been an amalgam of different knowledge bases and attempts to recognize local disaster management practices.

The Chokwe case shows that knowledge for disaster management evolves with local socioeconomic, political and environmental changes.