AstleyW. G.ZammutoR. F. (1992). Organization science, managers and language games. Organization Science, 3(4), 443–460. https://doi.org/10.1287/orsc.3.4.443
2.
BendersJ.van VeenK. (2001). What’s in a fashion? Interpretative viability and management fashions. Organization, 8(1), 33–53. https://doi.org/10.1177/135050840181003
3.
BridgerG. (2009). The great war handbook: A guide for family historians & students of the conflict. Pen & Sword Books.
4.
ChenY. (2018). On the path of learning party organization leading the construction of study style. In 2018 3rd international conference on politics, economics and law (ICPEL 2018) (pp. 172–175). Atlantis Press.
5.
ChivaR.AlegreJ.LapiedraR. (2007). Measuring organizational learning capability among the workforce. International Journal of Manpower, 28(3/4), 224–242. https://doi.org/10.1108/01437720710755227
CookeP. (2024). “Fortune favors the prepared mind”: Learning knowledge without experience is not so smart. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 292–307). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0017
9.
CotsomitisJ. A. (2024). The learning economy: What do we mean by the modifier learning? In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 217–232). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0012
10.
de LeraE.AlmirallM.ValverdeL.GisbertM. (2013). The education layer: “Boxed-out” and shared e-learning. In PaulsenM. F.SzűcsA. (Eds.), The joy of learning: Enhancing learning experience improving learning quality – EDEN 2013 annual conference, university of Oslo, Oslo, Norway, june 12–15, 2013, conference proceedings (pp. 325–333). European Distance and E-Learning Network European Distance and E-Learning Network. https://www.academia.edu/3778107/Phrasal_verbs_for_business_professionals_exploring_learners_engagement_through_the_lexical_set_strategy
11.
FaggioliM. (2016). Reading the signs of the times through a hermeneutics of recognition: Gaudium et Spes and its meaning for a learning church. Horizons, 43(2), 332–350. https://doi.org/10.1017/hor.2016.109
HertelF.WicmandyM. (2024). The global learning economy. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 233–243). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0013
14.
HolmesL. (2024). What is learning that an organization (or anything else) can do it? In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 141–157). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0007
15.
JacksonN. V. (2024). The impossibility of the learning organization. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 185–200). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0010
ÖrtenbladA. (Ed.), (2024a). Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning”. Oxford University Press. https://doi.org/10.1093/oso/9780192865977.001.0001
20.
ÖrtenbladA. (2024b). On the usage of the premodifier learning among scholars and practitioners. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 49–73). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0002
21.
ÖrtenbladA. (2024c). Toward an increased understanding of the learning turn: Background and introduction. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 3–48). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0001
22.
ÖrtenbladA. (2025). Aren’t we all human? On the illusion of the extraordinary academic. In CinqueS.EricssonD. (Eds.), Debating “homo academicus” in management and organization: Ontological assumptions and practical implications (pp. 49–71). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-58195-3_3
23.
PapastephanouM. (2017). Learning by undoing, democracy and education, and John Dewey, the colonial traveler. Education Sciences, 7(1), 1–13. https://doi.org/10.3390/educsci7010020
24.
PapastephanouM. (2024a). Interpreting the decline in the common use of the learning premodifier. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 379–400). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0020
25.
PapastephanouM. (2024b). Learnification, premodifiers and learning(s). In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 93–111). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0004
26.
PoellR. F. (2024). Is learning viewed as a synonym of training? In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 158–172). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0008
27.
ReynoldsM.VinceR. (2024). Being alone together: A critical exploration of learning in “learning group” and “learning community”. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 277–291). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0016
28.
SengeP. M. (1990). The fifth discipline: The art and practice of the learning organization: Doubleday.
29.
SungJ.-Y.LevisohnA.SongJ.-w.TomassettiB.MazalekA. (2007). Shadow box: An interactive learning toy for children. In 2007 first IEEE international workshop on digital game and intelligent toy enhanced learning (DIGITEL'07) (pp. 206–208). IEEE Computer Society. https://ieeexplore.ieee.org/document/4148862
30.
TightM. (2024). Learning your place. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 128–140). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0006
31.
Van RooyB. (2024). Linguistic modifiers and the construction of concept meaning. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 74–90). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0003
32.
Van RooyB.RentierR. (2024). The meanings of “learning organization” from the perspective of usage. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 255–274). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0015
33.
VisserM. (2024). Learning climate. In ÖrtenbladA. (Ed.), Making sense of the learning turn: Why and how toys, organizations, economies, and cities are “learning” (pp. 201–216). Oxford University Press. https://doi.org/10.1093/oso/9780192865977.003.0011
34.
YangQ.ShenJ.XuY. (2022). Changes in international student mobility amid the COVID-19 pandemic and response in the China context. Fudan Journal of the Humanities and Social Sciences, 15(1), 23–40. https://doi.org/10.1007/s40647-021-00333-7