PurposeThe purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections.Design/methodology/approachThe empirical study was designed as a multi‐case study in a research and development project. The case studies include three teacher teams from different schools. Data were collected though observations and in‐depth interviews and analysed qualitatively.FindingsThe main findings show that the teams differ with regard to collaboration and team atmosphere, and willingness to learn collectively. The analyses of talk at team meetings show the importance of collective reflection loops through which the teachers transform the contents of their conversations. A facilitating team atmosphere seems vitally important for the emergence of the identified collective reflection loops. Collective reflections potentially increase team learning.Research limitations/implicationsCase study and conversation analyses which were mainly focused on verbal communication have certain limitations. A multi‐case design and different methods for data collection were used to offset these presumed weaknesses.Practical implicationsOne of the purposes with the research and development approach was to support teachers' team learning processes. The findings provide insights and model of team learning with further practical implications for teacher teams.Originality/valueThe findings show that a facilitating team atmosphere supports collective reflection loops, with potential to increase the team's collective competence. These findings provide valuable contributions to further conceptual understanding of team learning.

Purpose – The purpose of this paper was to explore what kind of ethical competence healthcare managers need in handling conflicts of interest (COI). The aim is also to highlight essential learning processes to develop healthcare managers’ ethical competence. Design/methodology/approach – A qualitative study was performed. Semi-structured interviews with ten Swedish healthcare managers from different care providers were carried out twice and analysed through step-wise categorisation. Findings – Four categories of COI were revealed and two ways (passive and active) in which COI were handled. Ethical guidelines did not help the healthcare managers to handle the COI, and none of the managers made use of any sort of systematic ethical analysis. However, certain ethical competence was of great importance to identify and handle COI, consisting of contextual understanding, rational emotions, some theoretical knowledge and a suitable language. Organising work so that ethical analysis can be carried out is of great importance, and top management needs to clearly express the importance of ethical competence and allocate resources to allow adequate learning processes. Originality/value – This paper highlights the management level and focuses on how work-integrated learning-processes can enable ethical competence. Ethical competence at the management level is essential both to comply with the constitution and legal requirements regarding healthcare, and so that managers are able to analyse COI and justify their decisions.

Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

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Purpose Interim managers (IMs) are consultants who take on managerial positions during limited periods to perform changes, handle crises or cover vacancies. The increasing use of these short-term outsiders shapes new conditions for organizational learning in contemporary work life. The purpose of this paper is to contribute to research-based knowledge and theoretical understanding of the relationship between interim management and organizational learning. Design/methodology/approach The paper presents a literature review on interim management published within the years 2000–2020 and analyzes it through the lens of organizational learning. Findings An interim management assignment is characterized by a period of uncertainty, a limited time frame, knowledge from the outside and rather invisible outcomes. The concepts of shared mental models, dialogue, knowledge creation and organizational culture shed light on possibilities and constraints for organizational learning in these arrangements. The findings highlight the IM’s position as central for transforming the organizational culture, put a question mark for the establishment of the IM’s knowledge, show the need for defining outcomes in terms of learning processes and indicate tensions between opportunities for dialogue and the exercise of power. Originality/value The study provides a new conceptual understanding of interim management, laying the foundation for empirical studies on this topic from an organizational learning perspective.