Calls for papers
International Journal of Learning and Intellectual Capital
Special Issue on: "Intellectual Capital Reporting and Contextual Influences in Organisational Learning"
Leif Edvinsson, Lund University, Sweden
Miltiadis Lytras, University of Patras, Greece
Patricia Ordóñez de Pablos, University of Oviedo, Spain
Peter Murray, Macquarie University, Sydney. Australia
Organisational learning theory has made great progress from its early conceptions 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 to 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 as 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 the organisational learning processes. What is 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 encourage 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:
- Individual and organisational capabilities
- Time and improvisation
- Strategic capabilities
- Power and control
- Technical and operating core
- Psychology of learning
- Learning routines
- Fiction and Story telling
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
1-2 Page Abstract: 30 April 2007
Submission of Manuscripts: 15 October 2007
Notification to Authors: 15 November 2007
Final Versions Due: 10 December 2007