Challenges calling for integrated approaches to health, such as the One Health (OH) approach, typically arise from the intertwined spheres of humans, animals, and ecosystems constituting their environment. Initiatives addressing such wicked problems commonly consist of complex structures and dynamics. As a result of the EU COST Action (TD 1404) “Network for Evaluation of One Health” (NEOH), we propose an evaluation framework anchored in systems theory to address the intrinsic complexity of OH initiatives and regard them as subsystems of the context within which they operate. Typically, they intend to influence a system with a view to improve human, animal, and environmental health. The NEOH evaluation framework consists of four overarching elements, namely: (1) the definition of the initiative and its context, (2) the description of the theory of change with an assessment of expected and unexpected outcomes, (3) the process evaluation of operational and supporting infrastructures (the “OH-ness”), and (4) an assessment of the association(s) between the process evaluation and the outcomes produced. It relies on a mixed methods approach by combining a descriptive and qualitative assessment with a semi-quantitative scoring for the evaluation of the degree and structural balance of “OH-ness” (summarised in an OH-index and OH-ratio, respectively) and conventional metrics for different outcomes in a multi-criteria-decision-analysis. Here, we focus on the methodology for Elements (1) and (3) including ready-to-use Microsoft Excel spreadsheets for the assessment of the “OH-ness”. We also provide an overview of Element (2), and refer to the NEOH handbook for further details, also regarding Element (4) (). The presented approach helps researchers, practitioners, and evaluators to conceptualise and conduct evaluations of integrated approaches to health and facilitates comparison and learning across different OH activities thereby facilitating decisions on resource allocation. The application of the framework has been described in eight case studies in the same Frontiers research topic and provides first data on OH-index and OH-ratio, which is an important step towards their validation and the creation of a dataset for future benchmarking, and to demonstrate under which circumstances OH initiatives provide added value compared to disciplinary or conventional health initiatives.

Purpose – The purpose of this paper is to perform integrative literature review of the learning organisation (LO) concept, on the basis of the results of the literature review to assess the concept on the principles of “good” theory, and provide future avenues for LO concept clarification and development. Design/methodology/approach – The “good” theory properties approach is used to present, synthesise and discuss studies that focus on the LO. The paper reviews in more detail the definitions (Who? and What?), the domain (When? and Where?), the relationships (How? and Why?) and the predictions by the LO theory (Would? Should? and Could?). Findings – The review revealed that the LO violates the properties of the “good” theory, especially the definitions’ and relationships’ properties. As a result, it is suggested for the research in the future to be focused on creation of formal conceptual definitions, development of ontology as a base for clarification of the relationship property and improve the instruments for measurement of the LO. Originality/value – Previously published literature reviews have advanced the clarification of the LO concept. However, there remains a need for evaluation of the concept in light of approach to concept formation. By using the “good” theory approach, this paper identified the shortcomings and laid down the ground for future research that will improve the LO concept.

International audienceIn continuously changing external environment the learning organization can provide a competitive advantage. However, the concept has been largely criticized for lack of conceptual clarity and operational imprecision. This has strongly undermined the possibility for development of learning organization models. The aim of this paper is to identify the generative mechanism of the learning organization by applying the pattern oriented modelling. This is achieved through development of learning organization conceptual model that contains learning as central domain supported by additional ten domains organized in four pillars: direction (vision and strategy), infrastructure (structure, technology and processes), informal (culture, power, politics) and change (leadership and change). Then by development of patterns for each domain of the model the Learning Levels and the relation " transcend and embed " were identified as a generative mechanisms of the learning organisation