Triple-loop learning: a systematic review of empirical studies

Purpose Scholars have examined learning more complex than double-loop learning: triple-loop learning. However, literature shows a lack of consensus on its definition, hindering theoretical development and empirical investigation. Therefore, this study aims to examine how triple-loop learning has been applied in empirical studies. Design/methodology/approach The authors conducted a systematic review of 23 empirical papers that used triple-loop learning as a theoretical framework to examine how it has been conceptualized, as well as its processes and outcomes. Findings The review revealed that, despite definitional ambiguity, triple-loop learning demonstrates strong relevance and potential for organizational and societal transformation. The review also identified five process themes and three outcome themes related to triple-loop learning. Specifically, the process themes included transformation of organizational process and structure, participative leadership, reciprocal power relations, learning culture and transparent information sharing. The outcome themes included collective knowledge creation, development of a new system and enhanced capacity for adaptation and innovation. Originality/value To the best of the authors’ knowledge, this paper represents the first attempt to synthesize empirical evidence and evaluate whether triple-loop learning serves as a useful framework for addressing complex organizational and societal challenges.