This paper examines personal factors that influence students’ creativity. We conducted a study using quantitative approaches involving 75 students from a Slovenian business school. The results show that knowledge sharing, emotional intelligence, self-efficacy, and intrinsic motivation are all positively related to creativity. We discuss the implications for theory, practice, and future research.

The purpose of this article is to show that three basic concepts in the fields of organization research, corporate governance, management and leadership research come together theoretically. The co ...

The paper studies corporate governance characteristics in a panel of transition countries to investigate the relationship between the investment in intangible capital (specifically innovation) and corporate governance. We show that innovation is restricted by finance and the managerial attitude towards activities that support innovation. In case of financial restriction, softer innovation (process, marketing, organization) are more less impacted by the restriction and are also more common. Lack of managerial support to innovation results in less innovation, regardless of the type. We also show that external determinants, like the intensity of competition and international orientation, are related to innovation. The paper extends the knowledge about the link between corporate governance and intangible investment at large and in particular in transition countries. As such it provides useful implication at microeconomic as well as macroeconomic (developmental) level.

The objective of this paper is to explore the notion of dynamic capabilities as a dominant source of competitive advantage, focusing on R&D capability and technological capability and exploitation of knowledge about them. Building on qualitative data from six representative IT firms, the results indicate that firms more strongly committed to deploying R&D capability and technological capability as a dynamic capability hold the potential for a sustained competitive advantage. The paper points out how important it is to understand that simply possessing and developing knowledge as a resource but without exploiting and adapting it in line with dynamic capabilities will not be enough to sustain a competitive advantage. To bolster our study, we provide insights into good practices that underpin R&D capability and technological capability as well as bad practices that represent rigidity in their deployment. Our paper highlights the importance of the dynamic capabilities perspective as a field of study in today's dynamic environment, and exposes the importance of ensuring a continuous commitment to the sense, seize and reconfigure capabilities as part of dynamic capabilities. From a practitioner’s point of view, we believe the results may encourage managers to contemplate and understand how this can be useful in practice.

There is a need for a greater understanding of the reasons for control in work settings with innovative working behavior. The paper explores the reasons for control in IT departments by using inductive method and a multiple case study design in seven large companies. The investigation of the sources of control needs involved 45 interviews with CIOs/IT managers and their immediate subordinate managers. We find that managers with explicit trusting stance use control mechanisms in problematic situations, when there are complex tasks and under the influence of organizational complexity. For them, control is viewed as a means to provide an overview of results. On the other hand, managers with less inclination toward trust see control as an inevitable part of their management function; control is triggered by their personal traits. This has important implications for the reconciliation of organizational learning and control.

The term “organizational learning” raises a broad range of questions, specifically with regard to its contents. Following the thoughts of eminent philosophers, such as Aristotle and Confucius, the contribution of scientists in any research field to the corpus of human knowledge should also be based on the proper governing of the use of language. Therefore it is, first, of serious importance to be aware that organizational learning is just one dimension or element of the learning organization and not vice versa; second, a good comprehension of basic categories related to the organizational side of (formal) social units’ functioning is an imperative part of organizational learning process. In writing this paper, the author started from his experiences acquired in his role as a lecturer on the subject “Theory of Organization”, in which the goal of lecturing was explained to students as gaining knowledge about cooperation and competition of people in the entities of rational production of goods. To generalize the presented questions and answers regarding the use of term “organization” in the field of management, certain similarities and comparisons were sought and found in other fields of science and, more generally, in life itself. After more detailed explanations of other relevant categories for the organizational learning process, the process itself is defined by its goals and steps where the overlapping of the learning process with the organizational change process and the process of increasing organizational capital is shown. Finally, it is also emphasized that the idea of improving internal relationships – as the substance of organization – between employees in a formal social unit through organizational learning could and should be exploited in external relationships between formal social units.