E-learning Readiness and Absorptive Capacity in the Manufacturing Industry

Hattinger, Monika; Eriksson, Kenneth; Malmsköld, Lennart; Svensson, Lars

doi:10.3991/ijac.v7i3.4020

Cited by 3 publications

(3 citation statements)

References 27 publications

(60 reference statements)

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“…Only two global companies had strategies for strategic collaboration outside their own company. High e-learning readiness and absorptive capacity are two concepts that comprise the capabilities that organizations' need in order to capitalize on e-learning initiatives [48].…”

Section: Initiation Phasementioning

confidence: 99%

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

Hattinger¹,

Eriksson²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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This article departure from the effects that interorganizational collaboration brings for the participating partners, specifically from design-related activities of e-learning courses and co-production. The research focus is on critical factors for interorganizational collaborative e-learning and coproduction between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees' competences. Main contribution is that co-production of knowledge entails three levels of activities among actors; to have insight into the purposes and practices of others, the capacity to transform the problems of a practice and together build common knowledge and finally the capacity of mutually co-produce knowledge acted upon in practice towards transformations in the workplace.

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Section: Initiation Phasementioning

confidence: 99%

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

Hattinger¹,

Eriksson²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…The study reported here stems from an initiative of addressing the challenge of meeting industrial competence needs, in Swedish manufacturing industry, in an era of digital transformation. The participating university has a long tradition of close collaboration with industry via research and education, and approaches for co-production have evolved over time (Gustavsson 2018;Hattinger et al 2014;Hattinger and Eriksson 2020). We apply our understanding of the manufacturing industry's specific competence needs to develop courses suitable for professionals working full time.…”

Section: Introductionmentioning

confidence: 99%

An Educational Model for Competence Development Within Simulation and Technologies for Industry 4.0

Eriksson

Branneby

Hagelin

2021

2021 Winter Simulation Conference (WSC)

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In the era of industry 4.0 businesses are pursuing applications of technological developments towards increased digitization. This in turn necessitates continuous and increasing demand for competence development of professionals. This paper reports a study of the design of university courses targeted towards professionals and investigate how such an educational incentive can act as a catalyst for application of technologies for industry 4.0, including simulation. Quantitative data is collected from fifteen courses addressing the competence need in manufacturing industry, and the qualitative data includes ten focus groups with course participants from companies. The results highlight that the course design enables knowledge exchange between university and industry and between participants. Moreover the pedagogy of working on real cases can facilitate opportunities for introducing new technologies to management. The study shows that the educational incentive explored can act as a catalyst for application of simulation and technologies within industry 4.0 in manufacturing industry.

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“…As mentioned earlier leaders/managers need to create a favourable learning environment to facilitate organisational innovation and creativity. Learning is defined as the change in individual behaviour due to experiences based on actions and events (Hattinger, Eriksson, Malmsk€ old, & Svensson, 2014) or information and knowledge (Odirile, Mpofu, & Montsi, 2009). Edmondson (1999) defined organisational learning as an ongoing process of reflection and action, characterised by asking questions, seeking feedback, experimenting, reflecting on results, and discussing errors or unexpected outcomes of actions.…”

Section: Introductionmentioning

confidence: 99%

The dynamics of leader technical competence, subordinate learning, and innovative work behaviors in high-tech, knowledge-based industry

Shah

Shahjehan

Afsar

et al. 2020

Economic Research-Ekonomska Istraživanja

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This study tests a conceptual model for understanding the relationship between subordinates' 'learning work behaviour' and 'innovative work behaviour', with the moderating role of their leaders' self-reported as well as subordinates' rated 'leader technical competence'. The study was conducted in the context of a high-tech, knowledge-based telecommunications industry. Based on the evaluation of job description, leaders/managers with responsibilities of not only managing internal and external stakeholders but also capable to lead engineers to resolve any technical issue multiple-source data were collected from the identified leaders and their respective subordinates working with telecommunication operator (n ¼ 179). This study proposed a three-way interaction moderation model between the independent variable (subordinate learning work behaviour) and the moderator variables (that is, the self-assessed leaders' 'technical competence' and subordinates' rated 'leader' technical competence') to predict the subordinates' 'innovative work behaviour'. Our results demonstrate that that subordinate learning work behaviour had the strongest positive relationship with subordinate innovative work behaviour when both the leader self-assessment of technical competence and the subordinates rated leader's technical competence were high. This study fills an important gap in leadership literature by focussing on the technical competence of leaders which has received little attention from leadership research in knowledge-based industries.

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E-learning Readiness and Absorptive Capacity in the Manufacturing Industry

Cited by 3 publications

References 27 publications

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

Mind the Gap: A Collaborative Competence E-learning Model between University and Industry

An Educational Model for Competence Development Within Simulation and Technologies for Industry 4.0

The dynamics of leader technical competence, subordinate learning, and innovative work behaviors in high-tech, knowledge-based industry

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