Collaborative approaches to management learning in small firms

Florén, Henrik

doi:10.1108/13665620310483903

Cited by 43 publications

(38 citation statements)

References 25 publications

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“…Although there is no standard definition, Yin (1994: 13) defines the scope of a case study as "an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomena and context are not clearly evident", while Florén (2003) argues for length as well as depth in this context, as learning is a dynamic process, developed on the basis of an element of continuity (Pettigrew, 1990) on which knowledge rests while time passes. Patton et al (2000) and Romano (1989) each endorse the longitudinal interpretive case method when studying learning in the small firm environment, as this approach gives the researcher time to develop case analyses that can consider the dynamic process of learning and development, within the social context of the small firm experience.…”

Section: Methodsmentioning

confidence: 99%

From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

Kelliher

Reinl

2011

Tourism Planning & Development

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Facilitated networks are regularly cited in tourism literature as a means to promote sustainable competitive advantage in small tourism firms. These networks function for a variety of reasons including marketing, innovation and research and development; however learning networks specifically seek to encourage learning among tourism entrepreneurs. Once established, the question remains whether such networks can transition from facilitated cooperative learning strategies to become independent learning communities in the longer term. Little is known about the formation, maintenance or success of these types of learning relationships after facilitated learning structures and supports reach a conclusion. What is known is that these networks, labeled 'Evolving Learning Communities' (ELCs) by the authors, are devoid of formal structures, thus autonomy in their structural and relational reasoning is required. In this paper, the authors explore a facilitated tourism learning network (TLN) environment operating in Ireland, and discuss the potential to transition from a facilitated TLN to an independent learning network environment. Following a comprehensive literature review, the authors propose an ELC model for the purposes of mapping the tourism entrepreneur's learning development, from the autonomous business setting to the facilitated learning network environment and on to the independent learning network arena, illustrating the evolution of a learning community. The overriding research objective is: to explore the elements and relationships that influence entrepreneurial learning in tourism learning networks. Future research will inform and validate the proposed model through the completion of a longitudinal interpretive case study incorporating sub-studies for the purposes of cross-validation.

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Section: Methodsmentioning

confidence: 99%

From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

Kelliher

Reinl

2011

Tourism Planning & Development

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“…The iterative multilevel approach described above is paramount in co-creating knowledge (Rigg, 2008) informed through cycles of reflection, change and action (Florén, 2003). This approach also facilitated the development of theory through action, guided by theory and supported and revised through evaluation (Susman and Evered, 1978).…”

Section: Methodsmentioning

confidence: 99%

Facilitating Cross-Border Rural Micro-Firm Knowledge Exchange

Reinl¹,

Owens²,

Kelliher³

et al. 2015

The International Journal of Entrepreneurship and Innovation

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Knowledge sharing enhances the capability of rural micro-firms to facilitate economic growth, competitiveness and employment. Knowledge exchange research predominantly focuses on larger firms in the same or related industries, and is of limited relevance in a rural micro-firm context, owing to significant differences in resource availability which can result in strategic knowledge constraints and the meagre development of micro-firms and the regions in which they reside/operate. The aim of this research is to explore the knowledge exchange criteria of rural micro-firms in a cross-border facilitated learning network (FLN). Drawing on the ‘community of practice’ perspective and the closely connected learning network literature, the authors observe and map FLN knowledge exchange activities over a three-year period. The resultant rural FLN knowledge exchange framework demonstrates that discipline and sector-specific barriers can be overcome through cyclical FLN interventions sensitive to the social proximity requirements necessary for effective cross-border knowledge exchange.

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“…Numerous writers endorse the application of this method when studying collective learning in smaller firms (for example; Gibb, 1997;Kelliher et al, 2009;Romano, 1989;Thompson, 2005), and in this case, the length and depth of the study allowed the authors to observe the dynamic process that influences learning and participation (Florén, 2003;Florén & Tell, 2004;Lave & Wenger, 1991;Palmer, 1998) and to track the evolution of shared practice (Ahlström-Söderling, 2003). The research design incorporated a range of ELC learners in different settings in an attempt to understand individual social learning dynamics and to appreciate learning nuances at individual, sub-group and community level in order to facilitate the balancing act between the collective and the individual building of social capital (von Friedrichs Grängsjö & Gummesson, 2006).…”

Section: Methodsmentioning

confidence: 99%

The social dynamics of micro-firm learning in an evolving learning community

Reinl

Kelliher

2014

Tourism Management

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tMicro-firms dominate the tourism sector internationally, yet there is a notable absence of studies specifically relating to their learning interactions with other tourism firms. Even when studied, a social learning lens is rarely applied in either micro-firm or tourism learning network research despite its relevance in this domain. In seeking to understand and map the social dynamics of micro-firm learning and participation in an independent learning network, the authors studied an evolving learning community (ELC) situated in Ireland's south west region over a four-year period. The findings demonstrate the complexity associated with creating and sustaining a social learning infrastructure in this context. An ELC model is proffered to provide insight into inter and intra social dynamics that influence learning development in the micro-firm setting. The proposed future research includes the study of additional ELCs, in Ireland and other countries, for the purposes of cross case/cross country comparison, and in pursuit of greater insight into the social dynamics of these communities.

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Collaborative approaches to management learning in small firms

Cited by 43 publications

References 25 publications

From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

From Facilitated to Independent Tourism Learning Networks: Connecting the Dots

Facilitating Cross-Border Rural Micro-Firm Knowledge Exchange

The social dynamics of micro-firm learning in an evolving learning community

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