Knowledge Production as Organisational Learning: The Case of Danish Universities

Elkjær, Bente

doi:10.1057/978-1-137-55783-4_16

Cited by 2 publications

(3 citation statements)

References 30 publications

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“…Organizational learning theories have emerged over time and can traced to – among others – psychology, behavioral science and economics and branched out (Argote, 2011). Some authors point to philosophical roots in early 20th-century pragmatism (Elkjaer, 2018). Furthermore, there are many approaches to study the field; Basten and Haamann found 18 different approaches with organizational learning (OL) theory in their literature review (Basten and Haamann, 2018).…”

Section: Paths Between the Nordic Model And Organizational Learningmentioning

confidence: 99%

Nordic no more? How recent trends may prevent the Nordic organization model to adapt and develop

Tryding¹

2022

TLO

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Purpose The purpose of this study is to explore how current trends in organization – government regulation, authoritarian governance and digitalization acts specifically to stop relevant change of a Nordic model. These trends unfold in organizational contexts by revoking mandates, stopping information sharing and eroding trust. When these elements of what is often seen as core characteristics of different Nordic models are hindered, this also means that change is stoked, such as it is understood by organizational learning theory. Hopefully, this more conceptual analysis can inspire fieldwork. Design/methodology/approach This viewpoint article investigates how recent trends may act in the ability of a Nordic model to change and remain relevant. Core elements of the abstract concept of a Nordic model are defined. These elements are related to organizational learning. In as far as the Nordic model can be seen as capable of organizational learning, it may be able to develop and change in response to external influence. Examples of current trends in society are presented. It is found that these new current trends act on the ability of the Nordic model to change. This poses an existential threat to the longevity of that model. Suggestions for further work is included. Findings The paper finds that core elements of the Nordic model are influenced in such a way that the ability of the model to work as learning organizations (at least in the sense of Senge’s theory) is inhibited or even prohibited. The way this unfolds in principle may inform choices for fieldwork. Research limitations/implications A major limitation of this topic is that it discusses emerging changes that have only recently become apparent in the Nordic countries. The number of cases is yet limited and recent. This is why more conceptional approaches might be useful. Practical implications The digital realm is changing society, and this change has been catapulted by the pandemic. This may impact on how Nordic organizations are able to deliver on the purposes of co-decision legislation, how organizational culture based on “Nordic” values such as trust (as defined by the WVS), information sharing and mandate can develop, how organizations that abstain distributed information and mandates are able to adapt. Social implications Recent (2020) estimates indicate that between one in three and one in two jobs will be directly impacted in the Nordic countries. This is likely to have implications, but the nature of these is still under debate. This paper points to the possibility that core values and ways to deliver productivity may be challenged. Originality/value The originality lies in linking some core elements of different versions of a very abstract construct (“a Nordic” model) to one specific theory of organizational learning (in this example, Senge). This allows for a discussion about how societal change may be relevant specifically for the ability of Nordic model(s) to change. The discussion is current as the chosen trends are all recent phenomena in Nordic society.

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Section: Paths Between the Nordic Model And Organizational Learningmentioning

confidence: 99%

Nordic no more? How recent trends may prevent the Nordic organization model to adapt and develop

Tryding¹

2022

TLO

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“…This section explores the four dimensions of learning, starting with individual learning as described by Bateson (1972), whose viewpoint is drawn into considerations about learning in teams in the context of work and organizational learning (Elkjaer, 2013;Engeström, 2001;Gherardi, 2001) including the lessons learned (East 1998). It becomes clear that the environment is important for the process of learning, and this section ends by briefly describing the requirements for successful lessons learned.…”

Section: Learning In the Context Of Workmentioning

confidence: 99%

“…When an organization's top management decides that the employees should learn from their experiences in a structured way, the management needs to consider its own perception of learning, as well as the situations from which it wants the staff to learn (Elkjaer, 2013;Engeström, 2007;Nonaka and Takeuchi, 1995;Wenger, 1999). The global information technology (IT) company had many years of experience in training, online courses, and online certifications but realized that these were different from learning directly from individual or team experience (Rao, 2003).…”

Section: Individual Learningmentioning

confidence: 99%

Proactive Review - Learn from Experience to Improve Bottom Line

Kolbæk

2016

International Journal of Organizational and Collective Intelligence

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This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting points called PR Triggers, and the four roles involved—the participant, sponsor, top management, and facilitator. The tangible and intangible results of Proactive Reviews are presented, with their impacts on the participants; their teams; and the organization's products, services, and/or work practices. Finally, the article provides recommendations for implementing and maintaining Proactive Reviews in organizations.

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Knowledge Production as Organisational Learning: The Case of Danish Universities

Cited by 2 publications

References 30 publications

Nordic no more? How recent trends may prevent the Nordic organization model to adapt and develop

Nordic no more? How recent trends may prevent the Nordic organization model to adapt and develop

Proactive Review - Learn from Experience to Improve Bottom Line

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