Usability issues in Learning Management Systems (LMS)

This project is about the usability of Learning Management Systems (LMS), focusing on the specific case of the open source system Moodle. Specifically, this project is about communication and collaboration tools that are used by teachers on the system. This study investigates whether usability problems hamper the use teachers make of these tools. Focused interviews were conducted with professionals working in distance education and the answers of the respondents were subjected to techniques of content analysis in order to obtain data for developing the tools needed to prove the hypothesis.     

Managing skunkworks to achieve ambidexterity: The Robinson Crusoe effect

Literature on ambidexterity emphasizes the need for both exploration and exploitation. Large firms usually choose to implement structural ambidexterity to separate both activities. We here focus on an extreme case of such structural partitioning implemented as a secret skunkworks project in a large French automotive company. A qualitative survey using both primary and secondary data shows that the major basic and initial characteristics of a skunkworks (i.e. secrecy, urgency, and autonomy) created favorable conditions for the technological exploration. However, exploitation failed due to precisely those same characteristics coupled with the fact that the project did not respond to a specific market demand: The skunkworks suffered from what we call the "Robinson Crusoe effect." We therefore contribute to the literature on skunkworks, which have remained understudied in the academic literature, as well as on ambidexterity, by showing how the interrelation between different factors is crucial for structural ambidexterity to be successful     

Adaptive and Generative Learning: Implications from Complexity Theories

One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self‐organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self‐organization. Self‐organization is a self‐referential process characterized by logical deductive reasoning, concentration, discussion and improvement. Generative learning involves any approach to the implicate order through a process of self‐transcendence. Self‐transcendence is a holo‐organizational process characterized by intuition, attention, dialogue and inquiry. The main implications of the two types of learning for organizational learning are discussed.     

Organizational Learning Capability and Job Satisfaction: an Empirical Assessment in the Ceramic Tile Industry*

Organizational learning capability has been considered an essential issue of an organization's effectiveness and potential to innovate and grow. Although its positive effects on organizations and employees are generally assumed, there is no empirical evidence of its positive association with employee attitudes such as job satisfaction. This paper aims to investigate the relationship between organizational learning capability and job satisfaction through the questionnaire responses of 157 employees from eight companies in the Spanish ceramic tile industry. Results suggest that organizational learning capability and job satisfaction are strongly linked.     

Beyond Financial Motivations in Crowdfunding: A Systematic Literature Review of Donations and Rewards

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - This study presents an interdisciplinary systematic review of the literature on donation-based and reward-based...     

Organicity and performance in excellent HRM organizations: the importance of organizational learning capability

Organizational learning capability is a key element in organizational performance. This issue spurs interest to discover how to generate environments with high organizational learning capability. In this paper, we analyze the relationship between the degree of organicity of the structure, organizational performance and organizational learning capability. A total of 251 firms with demonstrated excellence in human resource management took part in the study. Results suggest that the degree of organicity of the structure has a positive relationship with performance perceptions and this relationship is fully mediated by organizational learning capability.     

Organizational Learning,Innovation and Internationalization: A Complex System Model

Research on organizational learning, innovation and internationalization has traditionally linked these concepts through linear causality, by considering any one of them as the cause of another, an approach that might be considered contradictory and static. This paper aims to clarify these relationships and proposes a dynamic theoretical model that has mutual causality at its core and is based on ideas originating in complexity theory. The final model results from case studies of two clothing sector firms. The authors consider that the three concepts constitute a complex system and can adapt and transcend, as any alteration can take the system to the edge of chaos. Adaptability is fostered by concentration, improvement and discussion. Transcendence is fostered by attention, dialogue and inquiry. The different paces of the two case study companies led their systems to two different models: the incremental complex adaptive system model and the global complex generative system model. The incremental model is characterized by adaptive learning, incremental innovation and low internationalization; and the global system is characterized by generative learning, radical innovation and global internationalization. The paper ends with an exploration of the academic and management implications of the model.