Whereas organizational learning theories are thought to have a gender-neutral position that can be applied to any process in any context; an inspection of the theories reveals that they “often center on male experience and values rather than being gender inclusive” (Raaijmakers, Bleijenbergh, Fokkinga, & Visser, n.d., p. 2). Accordingly, “a significant body of research shows that learning is subject to the subtle gender bias that persists in organizations and in society” (Ibarra, Ely, & Kolb, 2013). The objective of the annotated bibliography is to provide descriptive summaries of research books, papers, and articles on organizational learning theories and practices, with particular emphasis on gender bias. By including the work of researchers from an array of countries, the issues are presented with a worldview perspective.

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