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The purpose of this paper is to contribute to the successful implementation of digitalization by exploring what characterizes strategy work undertaken by companies that have achieved digital transformation. Based on empirical data, the authors delineate five essential strategic actions that are prerequisites for digital transformation: discuss and communicate the vision and strategy; align resources and activities with the strategy; ensure a continuous focus on operational improvements and efficiency; create an orientation toward customer or user needs and expectations; and develop the competencies of top managers, middle managers and employees.

Between January 2021 and February 2022, the authors conducted a survey on strategy work in Danish organizations with 2,251 respondents. The respondents encompass top managers, middle managers and employees representing 1,164 organizations.

The authors identify five strategic actions that positively influence whether organizations incorporate digitalization into their strategy work. These strategic actions can support organizations in their strategy work regarding digital transformation and offer valuable insights and inspiration for leaders currently undertaking the journey of digital transformation.

Based on the empirical data, it is not possible to deem one action as more important than another in the context of digital transformation, as each action contributes significantly to facilitating the process. Given the nature of empirical data, the strategic actions reflect correlation rather than causation.

The empirical insights provide valuable practical guidance for leaders in managing digital transformation as a part of strategy work, which is typically discussed in a more conceptual manner. In addition, the authors identify new areas for further in-depth exploration in practice.

This chapter explores how industrial PhD students are engaged in authentic leadership processes while coping with challenges through self-leadership. The authors illustrate how self-leadership can be a helpful approach to managing the leading-and-being-led dilemma. They argue that self-leadership is a process of goal achievement in collaboration with key stakeholders and, therefore, an important aspect of authentic leadership. The authors identify four aspects of self-leadership that influence authenticity: roles, resources, relations and results. Kringelum, Mortensen and Holmgren call for research into the emergence of self-leadership and authentic leadership, the leadership capabilities required and the double-sidedness and dilemmas inherent in such emergences across different contexts.

This study aims to investigate the implications of applying critical realism to the study of organizational learning. It considers critical realism as an alternate theoretical science foundation to the domains of empirical realism and social constructivism that characterize most of the field of organizational learning.

This study adopts the approach of a philosophical/conceptual discussion.

This study finds that the critical realist approach makes it possible for organizational learning researchers to apply a prescriptive change agenda. It requires researchers to study the context in which organizational learning occurs. These two features enable the researcher to propose what the world must be like for organizational learning to occur. Hence, a critical realist foundation moves organizational learning theory a step closer to its theoretical sibling, the learning organization.

This study reveals the potential in applying critical realism to the study of organizational learning and identifies its related strengths.

Scholarly interest in interorganizational learning (IOL) has spiked in the past decade because of its potential to absorb, transfer and create valuable knowledge for enhanced innovative performance and sustained competitive advantage. However, only a handful of review studies exists on the topic. The evolution of IOL has not been studied explicitly and there is a lack of understanding of the field trends. To fill this gap, this paper aims to comprehensively review the literature on IOL and map its evolution and trends using bibliometric techniques. In particular, the authors use visualization of science mapping freeware to systematize the findings and interpret the results.

The authors synthesize the findings using “evaluative bibliometric techniques” to identify the quality and quantity indicators of the IOL research and use “relational bibliometric techniques” to determine the structural indicators of the IOL field such as the intellectual foundations and emerging research themes of IOL research.

Through an analysis of 208 journal publications obtained from the Scopus database, the authors determine the leading authors, countries, highly cited papers and their contributions to the IOL literature. By identifying the key hotspots, intellectual foundations and emerging trends of IOL, the authors provide promising avenues in IOL research.

To the best of the knowledge, this study is the first to systematically review the IOL literature and provide future research directions.

This study aims to propose a new research agenda for the theories of “organizational learning” and the “learning organization” in relation to the public sector. The research agenda can be used by researchers to make explicit accounts of how and where the results from their studies advance the current state-of-the-art in the intersection between public sector and organizational learning and/or the learning organization.

A combined systematic and bibliometric review methodology is applied based on the research that has been published in the past three decades.

Through an analysis of 238 journal publications obtained from the Scopus database, the authors determine the leading authors, countries, highly cited papers and take the stock of current literature. Similarly, by analyzing papers published between 2010 and 2020, the authors identify current tendencies and emerging themes of organizational learning and learning organization in the public sector and offer avenues for future research.

To the best of the authors’ knowledge, this is potentially the first, fully refereed study published reporting on a bibliometric and a systematic review of organizational learning and learning organization in the public sector.