Organisational learning has been identified as a lasting source of competitive advantage in uncertain environments. Plentiful research has highlighted that knowledge and skills and the capabilities they develop are strategic resources and that effective utilisation of these resources enhances firm innovation and performance. However, in spite of this widespread recognition, family businesses, specifically family SMEs, have not been the subject of previous research exploring the strategic impact of organisational learning on innovation and firm performance. This research, therefore, sets out a theoretical framework drawing upon organisational learning theory and innovation, and explores the strategic links between organisational learning, innovation and firm performance “within” family SMEs and “between” family and non-family SMEs. The study was undertaken in an Australian context using a sample of 222 manufacturing SMEs comprised of 104 family and 118 non-family SMEs. The data were obtained from the Business Longitudinal Survey conducted by the Australian Bureau of Statistics over the financial years 1995/96 - 1997/98, which provides the most recent available comprehensive longitudinal dataset of SMEs in Australia. The study involved three constructs: organisational learning, innovation and firm performance. Organisational learning was operationalised using commitment to learning, shared vision, and networking. To measure commitment to learning, three variables, employee training, management development, and comparison of performance were used. Shared vision was measured using the presence of formal planning in the firms. Networking was measured using the existence of external networks. The innovation construct was measured using product and process innovation intensity, and firm performance was measured by growth of sales and rate of return on total assets. Data were analysed using two tests: regression analysis and the Chow test. Whereas the former test was conducted to explore the direct and indirect effects of organisational learning on innovation and firm performance “within” family SMEs, the latter was conducted to compare those effects “between” family and non-family SMEs. Our “within” results, concerning the direct effects of organisational learning on innovation found that network relationships positively influenced innovation in family SMEs. With regard to the direct effects of organisational learning on performance, we found that management development and formal planning were positively linked with family SMEs’ performance. Moreover, relating to innovation and firm performance, our research concludes that innovation in family SMEs is positively linked with their performance. In the case of the indirect effect, we found that networks affect firm performance via innovation. With respect to the “between” results, we found that whereas the effects of formal planning and innovation on firm performance of family SMEs were stronger than for non-family SMEs, the effects of employee training and management development on firm performance were stronger in non-family SMEs. Concerning networks, we found a stronger effect of family SMEs’ networks on their innovation than non-family SMEs. Finally, we re-emphasised the necessity of more scholarly studies linking organisational learning with family business characteristics such as familiness, leadership, ownership, social interactions and organisational process.

The central argument of this thesis is that participative approaches to evaluating voluntary rural community-based organisations are an effective tool for organisational learning and ensuing rural community development. This proposition is explored through the evaluation and strategic planning of the Southern Riverina Rural Advisory Service, a community-based counselling organisation. The Service works with families experiencing financial hardship and associated stress. The thesis is multi-faceted and generic issues included: the importance of commitment by rural communities and organisations to creating frameworks for understanding and acting in integrated ways to the diversity, inter-relatedness and conflict of issues, wishes and needs of members, and to develop the capacity to transform contexts of dependency-oriented crisis situations to ones of self-responsible, interdependent change; the need to view contexts through integration of local, regional, national and global perspectives and to develop networks to integrate understanding and action; and to continue learning how to better enhance organisational and community-based learning. / Master of Science (Hons)

The research investigates the role of Knowledge Management (KM) in supporting innovation and learning in the construction industry. The Construction industry is complex in nature and notoriously fragmented suffering high losses in productivity. Being a substantial part of the national economy, the construction industry greatly influences the country's GDP (Gross Domestic Product). Innovation has lately been regarded as the key to improve its productivity and to change traditional and fundamental thinking that has plagued the industry for a long time leading to new and more rational philosophies. The research demonstrates that KM may act as an enabler of such innovation by facilitating organisational learning. The research is carried out in two phases. In Phase 1, the research employs grounded theory methodology to develop and map out the current state of knowledge related activities being undertaken in two leading Australian construction organisations. This results in the development of a model, the main depiction of which is a segregation between three crucial components (people, process & technology) of an organisation required to successfully carry out the construction work. It also helps identify the gap between the organisation's internal and external knowledge sources that restricts the pull of knowledge from external knowledge sources. The culture of the organisation is considered to provide this resistance. An improvement in this state through KM is the main objective of the research which is realised in Phase 2. Soft System Methodology (SSM) is utilised as a KM tool to achieve this objective in this phase. As one of the systems approaches, it has the capacity to make sense of intricate systems like const ruction where a complex interaction between people, process and technology occurs all the time. A mission critical business process of pre-tendering of a leading Australian construction contractor organisation is selected to carry out the SSM investigation that resulted in four SSM case studies. This investigation helps explain how KM initiatives through SSM improve the integration of people, process and technology; increasing the capacity of the organisation to pull external knowledge and improve its own internal knowledge bank. All these improvements help an organisation to transform itself into a learning organisation that could continually innovate.

While there is significant interest in the area of learning organisations, research in this field has been fragmented. There is a need for an holistic model of learning organisations and a measurement system that can be used by both researchers and practitioners. This thesis applies Dilemma Theory as a means of meeting this need. An holistic model was developed based on a definition of learning organisations as ones that consciously seek to balance capacities with demands. In seeking this balance, an organisation will undertake a learning journey in which it encounters a variety of learning dilemmas: points where it must choose between alternative approaches to learning, each of which is attractive. In making these choices, learning-related values are established in the organisation. These values are the basis for a "learning culture" which shapes the way learning is understood and approached by the organisational community. Presenting people within an organisation with learning-related dilemmas allows learning cultures to be charted, thus providing the basis for a measurement system. Fifteen learning-related dilemmas were identified using three processes. Firstly, literature on learning organisations was reviewed to identify conflicts between metaphors used to explain the learning organisation. Secondly, a group of New Zealand consultants took part in a Delphi Technique process, in which they established criteria for identifying learning organisations and surfaced dilemmas embedded in the criteria. Finally, 'Culture Exploration Workshops' were conducted in three organisations to surface dilemmas experienced by business practitioners engaged in learning journeys. The 15 dilemmas identified were used to chart differences between 5 organisations. The measurement system was successful in identifying differences between organisations. Results were also consistent with values that might be expected from sub-cultures represented in the sample. The study concluded by outlining a programme of research aimed at refining the measurement system and applying it to the study of learning organisations.

The aim of the thesis was to create knowledge about factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. The aim was operationalised by four research questions. To answer the research questions, several studies were performed applying the methods of survey study, conceptual-analytical research, a qualitative meta-analysis combined with a single case study and a comparative, explanatory case study. The empirical studies were performed at five universities in Sweden, Norway and Lithuania. In the thesis, a technology acceptance perspective extended with the perspectives of organisational learning and diffusion of innovations was used. The findings indicated that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesised to be mediated by the contextual factor of culture. The organisational culture of universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environments. The factor of students’ learning styles did not have any impact on acceptance of virtual learning environments. The original version of the technology acceptance model was found to be insufficient in explaining differences in acceptance of virtual learning environments. In the conclusions of the thesis, a descriptive and explanatory model of virtual learning environments acceptance among academic staff and students in blended learning environments is presented applying the combined perspectives of organisational learning, technology acceptance and diffusion of innovations. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

Continuous Improvement processes are commonly used by many organizations facing competitive pressure. By implementing continuous incremental changes, it allows optimizing resources while maintaining flexibility. However, it requires significant resources and involvement from all levels of management, as well as field workers. Continuous Improvement is based on the study of processes and the identification of recurrent problems; therefore it is particularly adapted to manufacturing activities and other repetitive processes. R&D (Research and Development) activities are less repetitive and tend to be iterative, which make them more difficult to study. Yet these activities represent a strong competitive asset and an early mistake or misunderstanding might have a significant cost. The objective of this project was to study the deployment of Continuous Improvement for R&D processes through a literature review and a case study in the pharmaceutical industry. Action research has been the research method that has been employed; the particularity of this method is that the researcher participates actively to the studied change. It resulted in the identification of some characteristics that have to be taken into account in the deployment of improvement activities. First the culture is based on problem-solving, which increase the efficiency of data study and analytical method whilst formalization tools are less efficient, as well as performance indicators related to improvement activities. Besides, the need of customers (both internal and external) is difficult to define and is subject to evolution; this issue tends to be aggravated by a lack of communication. Moreover, development projects being unique and highly iterative, it is recommended to study processes at a more conceptual level, although no specific mapping tool seems particularly adapted. Finally, beside the study of general processes, the study of each individual project (project reviews) allows individual and collective learning. This project also propose a tool allowing the study of information flows between activities and teams in order to reduce mismatch between need and reality (and thus communication issues). This tool relies on the use of local SIPOC diagrams to represent activities and the mapping of flows between each of them.

Successful implementation of new technologies is necessary for survival in today's increasingly competitive banking environment. The banking sector is now the UK's largest investor in new technology. As a result of de-regulation and new technological opportunities, the dominant market position of the traditional banks is under threat from new market entrants. Such organisations are harnessing the latest technology to develop their services, and are not constrained by the costs of running national branch networks and integrating a diverse historical legacy of incompatible computer systems. This thesis addresses the question of why the massive investment by UK retail banks in information technology is not being translated into significant productivity gains. The issue is referred to in the literature as the IT productivity paradox. It will be argued that the importance of the banks to the economy as a whole, and the position of the industry as the UK's largest investor in new technology, make it a particularly suitable arena in which to study this phenomenon. Six empirical case studies of recent new technology projects are analysed by the development of grounded theory. The findings indicate that dysfunctional organisational structures and cultures, together with poor management of expertise, combine to sabotage change and constrain the potential of new technology projects. Most significantly, a lack of organisational learning is contributing to the paradox. Even successful projects had limited impact because the lessons learned were not disseminated throughout the organisation. The study concludes that the full potential offered by information technology will continue to elude the banks until their apparently complacent attitude towards organisational change is addressed.

This thesis analyses the potential of a complex adaptive systems (CASs) approach based on system dynamics modelling (SDM) to add value to the currently used assessment tools and monitoring practices for tourism sustainability in an effort to advance sustainable development in tourism destinations. While many different concepts and tools for the assessment of sustainability have developed, most of them do not take the complexity and dynamics of tourism destinations into account. It is argued in this thesis that these linear tools need to be complemented with new approaches that can deal with uncertainty, non-linearity and unexpected changes. New knowledge from ecosystem research, which is derived from complex systems theory, suggests that tourism destinations are indeed social-ecological systems, which need to be viewed and studied as CASs. In recent years tourism researchers have acknowledged the necessity to view tourism as a system with interconnected elements, and have discussed the unpredictability of these tourism systems. CASs approaches, which have been successfully applied by ecologists and economists in other areas, are indicated for tourism management, but have been rarely used in order to promote sustainable tourism development and planning. Appropriate methodologies and frameworks for the implementation of CASs approaches into the tourism context are still lacking. Therefore this thesis addresses the aforementioned challenges as follows: • A critical review of the concepts and tools currently used for the advancement and assessment of sustainability in tourism destinations is presented. The review evaluates the suitability of assessment tools for specific sites and situations, and develops guidelines for tool selection. It is concluded that for particular purposes linear assessment tools need to be combined or complemented with tools that can deal with complexity and dynamics. Tools covered include sustainability indicators, environmental impact assessment, life cycle assessment, environmental audits, ecological footprints, multi-criteria analysis and adaptive environmental assessment. • The use of sustainability indicator as one of the most promoted assessment tools for sustainable development in tourism destination is explored further. A systemic indicator system (SIS) methodology based on a CASs approach as an alternative to linear assessments is developed. This methodology is tested using a case study of a holiday eco-village near Lamington National Park in Queensland. The research findings suggest that the SIS has the potential to enhance system understanding and adaptive management of tourism destinations, and can foster collective learning processes amongst stakeholders. • A framework is developed for a Learning Tourism Destination (LTD) based on the concept of the Learning Organisation, and using SDM as a tool for strategic planning and the promotion of organisational learning. The concept of the LTD is discussed on the basis of 6 case studies, where SDM has been applied primarily for predictive reasons, and through evaluation of the potential of SDM as a tool for the implementation and enhancement of collective learning processes. The results reveal that SDM is capable of promoting communication between stakeholders and stimulating organisational learning. It is argued that the effectiveness of SDM may be greatly increased through incorporation in the foundation of an LTD. • A practical approach for the implementation of an LTD is presented. Preliminary results from a case study undertaken at the Ningaloo Coast in Western Australia are discussed. Surveys were conducted to verify if the LTD forms a useful framework for fostering consensus building, dialogue and collective learning processes amongst stakeholders. The preliminary results of the study suggest that the implementation of an LTD on the Ningaloo Coast will improve the capacity of the local industry to take more responsibility for the sustainable development, and thus has the potential to enable a more effective transition to sustainability in the region. Through its multi-methodological approach, this thesis demonstrates the importance of considering tourism destinations as CASs. New concepts and assessment tools for sustainable tourism are needed that acknowledge the complex and dynamic nature of tourism and tourism development. Together, the SIS methodology and the LTD framework provide an initial platform from which to conduct further research.

While there is significant interest in the area of learning organisations, research in this field has been fragmented. There is a need for an holistic model of learning organisations and a measurement system that can be used by both researchers and practitioners. This thesis applies Dilemma Theory as a means of meeting this need. An holistic model was developed based on a definition of learning organisations as ones that consciously seek to balance capacities with demands. In seeking this balance, an organisation will undertake a learning journey in which it encounters a variety of learning dilemmas: points where it must choose between alternative approaches to learning, each of which is attractive. In making these choices, learning-related values are established in the organisation. These values are the basis for a "learning culture" which shapes the way learning is understood and approached by the organisational community. Presenting people within an organisation with learning-related dilemmas allows learning cultures to be charted, thus providing the basis for a measurement system. Fifteen learning-related dilemmas were identified using three processes. Firstly, literature on learning organisations was reviewed to identify conflicts between metaphors used to explain the learning organisation. Secondly, a group of New Zealand consultants took part in a Delphi Technique process, in which they established criteria for identifying learning organisations and surfaced dilemmas embedded in the criteria. Finally, 'Culture Exploration Workshops' were conducted in three organisations to surface dilemmas experienced by business practitioners engaged in learning journeys. The 15 dilemmas identified were used to chart differences between 5 organisations. The measurement system was successful in identifying differences between organisations. Results were also consistent with values that might be expected from sub-cultures represented in the sample. The study concluded by outlining a programme of research aimed at refining the measurement system and applying it to the study of learning organisations.

While there is significant interest in the area of learning organisations, research in this field has been fragmented. There is a need for an holistic model of learning organisations and a measurement system that can be used by both researchers and practitioners. This thesis applies Dilemma Theory as a means of meeting this need. An holistic model was developed based on a definition of learning organisations as ones that consciously seek to balance capacities with demands. In seeking this balance, an organisation will undertake a learning journey in which it encounters a variety of learning dilemmas: points where it must choose between alternative approaches to learning, each of which is attractive. In making these choices, learning-related values are established in the organisation. These values are the basis for a "learning culture" which shapes the way learning is understood and approached by the organisational community. Presenting people within an organisation with learning-related dilemmas allows learning cultures to be charted, thus providing the basis for a measurement system. Fifteen learning-related dilemmas were identified using three processes. Firstly, literature on learning organisations was reviewed to identify conflicts between metaphors used to explain the learning organisation. Secondly, a group of New Zealand consultants took part in a Delphi Technique process, in which they established criteria for identifying learning organisations and surfaced dilemmas embedded in the criteria. Finally, 'Culture Exploration Workshops' were conducted in three organisations to surface dilemmas experienced by business practitioners engaged in learning journeys. The 15 dilemmas identified were used to chart differences between 5 organisations. The measurement system was successful in identifying differences between organisations. Results were also consistent with values that might be expected from sub-cultures represented in the sample. The study concluded by outlining a programme of research aimed at refining the measurement system and applying it to the study of learning organisations.