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PurposeThis study aims to examine the impact of learning organizational culture on organizational effectiveness. The study also explores the role of employee work engagement as the intervening mechanism in the learning organizational culture-organizational effectiveness association.Design/methodology/approachThe data were collected from middle and top managers using the survey approach from the manufacturing and services sectors in India. Structural equation modeling and fuzzy-set qualitative comparative analysis (fsQCA) were used to analyze the data.FindingsWe found that organizational effectiveness is positively affected by learning organizational culture and that employee work engagement mediates this relationship. Our findings provide an essential building block in the research of learning organizational culture, work engagement and organizational effectiveness.Originality/valueThis study establishes linkages among the variables of interest by examining the impact of a learning organizational culture and work engagement on organizational effectiveness. It augments the existing literature on organizational effectiveness by elucidating the role of a learning organizational culture and work engagement as critical enablers of organizational effectiveness. Additionally, the study furnishes empirical evidence demonstrating the mediating role of work engagement in the relationship between a learning organizational culture and organizational effectiveness.

Every educational institution is expected to be a learning organization, since its mission is to produce learning and facilitate the learning of every learner. Structuring and measuring the extent to which each educational institution is a learning organization is less well developed for each level of schooling in pre-university education. This paper investigates the specificity of kindergartens as learning organizations by looking at differences in perceptions of internal evaluation among kindergarten employees compared to those in schools at all levels of pre-university education. Based on the \"Schools as Learning Organizations\" model, quantitative, non-experimental, comparative research was conducted using a questionnaire validated by OECD specialists, translated and validated for the Romanian context, on schools as learning organizations. The analysis of the responses of the 726 respondents in pre-university education, including 43 from kindergartens, revealed that there are statistically significant differences in favour of primary schools compared to kindergartens in terms of dimensions such as promoting team learning and collaboration among staff; adoption of systems for collecting and exchanging knowledge and learning. No significant differences were identified for the other dimensions. The conclusions highlight the need to adapt organizational development strategies for kindergartens to strengthen their learning culture.

Purpose The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs). Design/methodology/approach Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning. Research limitations/implications There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration. Originality/value Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

Purpose The purpose of this paper is to explore the extent to which the concept of learning organization can support the embedding of responsible innovation (RI) in organizations. Design/methodology/approach Based on literature in the fields of corporate social responsibility, learning organizations and quadruple helix collaborations, the authors constructed the responsible learning organization (RLO) framework for RI. With the framework, the authors want to show that the RLO can enable RI within organizations. Findings Based on this framework, the distinction is made between, on the one hand, the learning processes inside the organization, which resemble reflexivity, and, on the other hand, the learning processes that take place with stakeholders outside the organization, which resemble the other three core processes of RI: anticipation, inclusion and responsiveness. Based on these insights, the authors argue that if an organization wants to do good on innovation, which is seen as the core of RI, organization’s core values should guide that. Practical implications Organizational core values should be developed by means of learning inside the organization. Therefore, the process of reflexivity should be stressed more, and employees should be empowered to take part in developing these values, which in return can guide the organization as a compass through all the uncertainty it will encounter during the learning outside the organization when interacting with stakeholders. Originality/value The RLO framework for RI shows what learning processes organizations should facilitate first and what content should be at stake during these learning processes to embed RI. Furthermore, the framework puts emphasis on reflexivity as a condition for responsiveness, inclusion and anticipation.

\"Although the United States has prioritized its fight against militant groups for two decades, the transnational jihadist movement has proved surprisingly resilient and adaptable. Many analysts and practitioners have underestimated these militant organizations, viewing them as unsophisticated or unchanging despite the ongoing evolution of their tactics and strategies. In Enemies Near and Far, two internationally recognized experts use newly available documents from al-Qaeda and ISIS to explain how jihadist groups think, grow, and adapt. Daveed Gartenstein-Ross and Thomas Joscelyn recast militant groups as learning organizations, detailing their embrace of strategic, tactical, and technological innovation. Drawing on theories of organizational learning, they provide a sweeping account of these groups' experimentation over time. Gartenstein-Ross and Joscelyn shed light on militant groups' most effective strategic and tactical moves, including attacks targeting aircraft and the use of the internet to inspire and direct lone attackers, and they examine jihadists' ability to shift their strategy based on political context. While militant groups' initial efforts to upgrade their capabilities often fail, these attempts should generally be understood not as failures but as experiments in service of a learning process-a process that continues until these groups achieve a breakthrough. Providing unprecedented historical and strategic perspective on how jihadist groups learn and evolve, Enemies Near and Far also explores how to anticipate future threats, analyzing how militants are likely to deploy a range of emerging technologies\"-- Provided by publisher.

Purpose: 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. Design/methodology/approach: This study used a secondary data set and performed second-order factor analysis and structural equation modeling for testing the proposed relationships. Findings: 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. Research limitations/implications: 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. Practical implications: 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. Originality/value: This study is valuable to human resource development scholars and practitioners interested in improving and measuring organizational performance.