Symbiotic Learning Systems: Reorganizing and Integrating Learning Efforts and Responsibilities Between Higher Educational Institutions (HEIs) and Work Places

Abstract

This article presents the idea of "symbiotic learning systems" as a possible strategy for dealing with institutional knowledge and learning challenges posed by an emerging transition from "socially monopolized" to "socially distributed" knowledge generation and distribution. As knowledge production and learning become increasingly relocated from segregated and specialized institutions for research and education and socially distributed to and within "ordinary" work life, corresponding changes are required in the basic institutionalized relationships between research, higher education, and practical knowledge application. The concept of "symbiotic learning" addresses these problems by deconstructing age-old divisions between vocational and liberal education. In order to build foundations for a changed and improved relationship between advanced organizations in work life and institutions of higher education and research (HEIs), the general preconditions for learning in the work places themselves need to be addressed. In modeling general preconditions for learning, and even in transcending the division of labor between manual and intellectual work, inspiration is found in the philosophy of Plato and Aristotle, and in their search for intellectual "commons" (tà koiná) as constituting public spheres and community among individuals.

'Back into your arms' – Exploring models for integrated university-professional learning in a lifelong perspective

“…In elaborating on the integrated learning that occurs in-between university and the world of work, our focus is on approaches to lifelong learning that are expansive and experience-based. Further learning that takes place in social contexts are central to this inquiry, particularly perspectives inquiring how new knowledge, competencies and skills are produced and reproduced in social contexts (Eikeland, 2013;Engeström, 2001;Wenger, 1998). Learning in this perspective takes place when learners reflect on the experiences they have undergone, and use the responses and feedback from their surroundings and fellow learners to change their behaviour and find new learning trajectories (Dewey, 2007).…”

“…To understand phenomena related to adults' integrated learning in-between university and work, the boundaries between formal, non-formal and informal learning structures become central issues for further exploration (Eikeland, 2013). The continual abundance of new information and knowledge will challenge the analytical perspectives on learning in order to capture the complexity (Knorr Cetina, 2006).…”

“…The reason for developing models for professional higher education through close cooperation between universities and workplaces is justified by providing students with a more integrated experience for the learning of theory and practice. Providing candidates with expanded learning of work processes through drawing on practical hands-on experience in the workplace, and also lectures on concepts and exercises in applying theory taught at a university, are regarded as relevant with new eyes when applied into practice (Billett, 2009;Engeström, 2001;Billett, 2004;Eikeland, 2013). An example of a model of integrated learning in diverse learning contexts in-between university and work is the application of the German dual system.…”

A Philosophical View on and a Technical Approach to Leading a Learning Organization

“…During the explorations, a few distinctions emerged, especially while understanding the meaning of learning related to organizational life. Three differences as indicated by Eikeland (2012) covered (a) learning in organizations, (b) learning organizations, and (c) organizational learning. Meanwhile, attention towards the importance of a learning organization was captured significantly.…”

Autonomy and Control when Working with Humans—A Reflection on Sociotechnical Concepts

“…Herbst (1974Herbst ( /1993 categorized six different areas for organizational learning, covering vertical and horizontal, individual and collective components. What distinguishes Herbst (1974Herbst ( /1993) from other theorists (Argyris og Schön, 1996;Eikeland, 2012aEikeland, , 2012bEikeland, , 2012cSenge, 1990;Skår, 2010;Wenger, 2006) is that he points out operational planning and resource allocation as important issues for discussion, learning and decision making in the work community. The objective of the learning in Herbst's tradition was occupational or professional confidence and quality in work life (QWL) as an important contributor to the worker's general quality of life (Trist, 1981).…”