Revitalizing double‐loop learning in organizational contexts: A systematic review and research agenda

Abstract Argyris & Schön's notion of two types of learning, single‐loop (SLL) and double‐loop learning (DLL), is arguably one of the most popularized categorizations of organizational learning (OL). However, while the concept of DLL is widely cited, it has left a superficial impact on the literature and practice. We argue that the limited impact of DLL is due to two features of DLL: the complexity of its definition and the difficulty in its implementation. This study identifies and organizes critical insights in the literature related to the conceptualization, measurement, and generation of DLL. To address these topics, we review and synthesize the findings of 128 studies on DLL published between 1974 and 2021. We aim to reduce the confusion surrounding DLL and the proliferation of empirical studies on DLL that ignore its original notion. We propose a framework that makes explicit the misconceptions, wrong assumptions, and barriers in conceptualizing, measuring, and generating DLL, and it also provides insights into how to overcome these limitations and serves as a platform for future research on DLL.