It is striking that the issue of power in organizational earning is only beginning to move out of silent shadows, although the concern about elitism and the topic of leadership have been on the research agenda for several years. The first article devoted specifically to this topic appeared in the mid-1990s (Coopey 1995). Two contributors to the handbook explicitly discuss theoretical dimensions of power in organizations by exploring what the disciplines of so clology (Ch. 2) and political science (Ch. 6) can offer, it may be symptomatic for the future development of the field that the richest insights about the impacts of power on learning and knowledge emerge from the chapters on inter- organizational learning (see Part vi). The negative impact that asymmetric distribution of power has on the ability and willingness of different partners to share knowledge is brought out particularly well in each of the chapters on different kinds of networks. For example, Tsui Auch's study (Ch. 32) shows how the control of resources by leaders in a held hampers the ability of latecomers to catch up. Macharzin a, Oesterle, and Brodel (Ch. 28) suggest that the powerful position of headquarters in traditionally structured multi- nationals has impeded the flow of knowledge between subsidiaries and has blinded head- quarters from perceiving the value of know ledge coming from subsidiaries. As Lane (Ch. 31) points out, such findings from research on inter organizational learning can lead to significant breakthroughs for theory-building by taking the research out of the trap of extrapolating from theories on individual learning. Far more research is needed to deepen understanding of organizational learning and knowledge creation as political and emotional processes in which conflicts are a natural phenomenon.