Editorial

Abstract

Making a difference through organizational learning Organizational learning: an ongoing journey Organizational learning theory has gained currency since the 1950s, thanks in part to the debate between economists and behaviorists (Schulz, 2002), when behaviorists such as March, Simon and Cyert, who were dissatisfied with the classic economics models of the firms, developed the behavioral theory of the firm (Cyert and March, 1963). Research on organizational learning has increased considerably since the late 1980s, evolving into a diverse literature with uneven development of different idea clusters (Schulz, 2002). Organizational learning becomes a meta-theory that is comprehensive (Berta et al., 2015) and yet also displays significant fragmentation and lack of integration (Schulz, 2002), which is because of the lack of consensus on what it means by the term (Crossan et al., 1999; Huber, 1991). However, organizational learning research provides a rich basis for theory building and has strategic implications for managers concerning development of appropriate organizational capabilities and competitive advantages, successful market performance and design of organizational structure and culture (Argote, 2013). The field of organizational learning is still growing, and there is now ample literature on the subject. We are pleased to add the papers in this special issue, "Making a difference through organizational learning" to this literature. In this editorial, we explain what we mean by making a difference through organizational learning and what has been suggested by papers in this special issue to make such differences occur.