[Journal] Call For Papers: Organisational Learning and The Knowledge Society

[Deutscher Titel: [Journal] Aufruf für Artikel-Beiträge: Organisationales Lernen und die Wissensgesellschaft (Text übersetzen: Deutsch)]

Call For papers
International Journal of Learning and Intellectual Capital (IJLIC)
Special Issue on: “Organisational Learning and The Knowledge Society: Models and Challenges

  • Contact with Editors: ASAP
  • Submission of manuscripts: 15 June 2008

Guest Editors:
Miltiadis Lytras, University of Patras, Greece
Patricia Ordóñez de Pablos, University of Oviedo, Spain

Organisational learning theory has made great progress from its early concepts by Cangolosi and Dill (1965), and Argyris and Schon (1978). While early scholars established strong links between thinking and action (Argyris, 1993), and the relationships between individual and organisational learning (Fiol and Lyles, 1985; Kim, 1993), more contemporary inquiry has advanced the field from strategic renewal (Crossan, Lane, and White, 1999), to dynamic capabilities (Prieto and Easterby-Smith, 2006; Eisenhardt and Martin, 2000), to leadership (Vera and Crossan, 2004), and improvisation (Vera and Crossan, 2004:2005).
Indeed, organisational learning has now become a contemporary linking pin (so it appears) between cognitive thinking, behavioural action, and organisational strategy and change, and a foundation for understanding organisational processes. Contextual influences thus appear to be many but remain somewhat elusive and fuzzy as a unifying whole and in terms of their influence on the organisational learning process.
This special issue seeks to address the various learning contexts that influence organisational learning processes. Of particular interest is how contexts influence the quality of learning, learning routines and capabilities, and the capacity of the firm to embed them (if at all) within the 4I framework and learning outcomes. At the expense of a more discursive and interpretive perspective, to what extent are scholars using structure and prescription as a reductionist fallacy that glosses over contextual effects? To what extent is the field grounded in contextual fact and how does this influence learning processes and outcomes?
Papers from a variety of perspectives are welcomed, consistent with the theme. We welcome theoretical pieces that link context to theory, empirical works, and case studies. While many contextual influences are a matter of interpretation, scholars might particularly examine those that influence cognition, behavioural routines, and organisational processes. These might be drawn from a variety of fields such as strategic capability, organisation change, leadership, and strategy. We welcome inquiries from broader but related fields including organisational psychology and organisational studies, as a basis for extending organisational learning frameworks and typologies.

Subject Coverage
Suitable topics include but are not limited to:

  • The knowledge society
  • Individual and organisational capabilities
  • Time and improvisation
  • Strategic capabilities
  • Power and control
  • Technical and operating core
  • Psychology of learning
  • Change
  • Learning routines
  • Cognition
  • Fiction and Story telling
  • Culture
  • Leadership

Notes for Prospective Authors
Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere
All papers are refereed through a peer review process. A guide for authors, sample copies and other relevant information for submitting papers are available on the Author Guidelines page

Important Dates

  • Contact with Editors: ASAP
  • Submission of manuscripts: 15 June 2008
  • Notification to authors: 1 July 2008
  • Final versions due: 15 July 2008

For more information go top the website of the call.

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