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The objective of this article is to gain an understanding of what are the key characteristics of learning organizations, how they develop, how to measure organizational learning, and where does one start if a learning organization is to be created. This article views the organization as a learning system and focuses on three key characteristics of a learning organization. They are the learning process, the learning orientation, and the facilitating factors within the organization. The interrelationship as well as the details of these topics are described in detail. The purpose here is to understand how an organization learns, what it does well, what it does poorly, and where should it be improved. To do this, the major focus will be placed upon the facilitating factors, process, and conclusion. For an organization to become a learning organization it is critical that both a measurement methodology and communications medium be formalized. The communications medium proposed here will be an organizational learning model, and the measurement technique will be a survey instrument described within learning orientations. This article will develop a model against which a desired state can be defined for an organization within a specific industry and a survey instrument which examines actual behaviours displayed in the organization.

Views the organization as a learning system and focuses on three key characteristics of a learning organization: learning process, learning orientation and facilitating factors within an organization. The interrelation and details of these topics are described in detail. Posits that a measurement methodology and communications medium must be formalized to enable an organization to become a learning organization. Develops a model against which a desired state can be defined for an organization. States that initiating necessary changes to create a successful learning organization must begin at the top of an organization. Examines the questions of progress measurement and implementation of policies and processes.

With the foundation of the National Quality Circle Society in the Federal Republic of Germany, a forum has been established for small group work and the promotion of Quality Circle ideas. The number of firms in the FRG who use Quality Circles is growing and a historical account is provided. Examples of Quality Circle work in German firms is given.

This chapter reviews The Bruntland Report (United Nations, 1987) and World Economic Forum's (2002) views and broader concerns for people, profit, and planet. Cone's (2010a) corporate citizenship spectrum is explained and discussed. This more modern concept focuses on more sophisticated behaviors of companies including employee engagement, modern measurements of impact and outcomes, and consideration of signature programming.

The purpose of this paper is to explore how animals can become stakeholders in interaction with project management technologies and what happens with project temporalities when new and surprising stakeholders become part of a project and a recognized matter of concern to be taken into account.

The paper is based on a qualitative case study of a project in the building industry. The authors use actor‐network theory (ANT) to analyze the emergence of animal stakeholders, stakes and temporalities.

The study shows how project temporalities can multiply in interaction with project management technologies and how conventional linear conceptions of project time may be contested with the emergence of new non‐human stakeholders and temporalities.

The study draws on ANT to show how animals can become stakeholders during the project. Other approaches to animal stakeholders may provide other valuable insights.

Rather than taking the linear time conception for granted, the management challenge and practical implication is to re‐conceptualize time by taking heterogeneous temporalities into account. This may require investments in new project management technologies.

This paper adds to the literatures on project temporalities and stakeholder theory by connecting them to the question of non‐human stakeholders and to project management technologies.

Considering a macro view of business and higher education interactions, this chapter explores key facets for business interest in other organizations (e.g., other businesses and their social agendas, nonprofits, and higher education) and a trend toward the creation of signature programs, which allow most companies to focus efforts by highlighting Carroll's (1991) Pyramid of Corporate Social Responsibility and Jacoby's (1973) Three Models of Behavior of the Business Enterprise. This chapter also addresses ethical opportunities and problems.