Systemic experiential learning model for the evaluation of technological learning: The case of small satellite capability-building in Algeria

Abstract

This article proposes a 'systemic experiential learning model' for the evaluation of technological learning. Technological learning is effective when combining learning by doing, by searching and by interacting. The proposed model is based on parallels drawn between the typology -learning by doing, by searching and by interacting-and the Kolb's Experiential Learning Theory through its cyclical combination of action and reflection. It argues that learners, whether they be individuals, groups, organisations, or inter-organisations, are more effective when completing Kolb-like cycles. The proposed model is the combination of horizontal and vertical processes. Each learning level (individual, group, organisation or inter-organisation) is modelled, horizontally, according to a Kolblike learning cycle. Vertical connections are made between the horizontal levels of aggregation by borrowing March's concepts of 'exploration' and 'exploitation'. The model has been used for the evaluation of learning occurring in the Algerian small satellite capability-building programme. The implementation of the model revealed that learning is not systemic and therefore ineffective. Findings are reflective of the difficulty of striking the right balance between action (learning by doing) and reflection (learning by searching) and densifying interactions (learning by interacting) within and between learning levels.

Evaluation of ‘learning’ as a main thrust in transferor–transferee relationships: Small satellite technology transfer collaborative projects between developed and developing countries – The case of Algeria

“…Algeria's strategy takes a two-pronged approach: firstly, acquiring small satellite technology from abroad, and, secondly, diffusing the technology locally. The broader empirical evaluation revealed both the type and depth of knowledge acquired by Algeria in small satellite collaborative projects (Ayad et al 2020), and the knowledge diffused locally (Ayad et al 2019). A key component of this process are the relationships between the transferor and transferee in the collaborative projects.…”

“…Transferor-transferee exchange occurs predominantly during the lifetime of a collaborative project when transferor and transferee teams work together. The type and depth of knowledge acquired by the transferee during collaborative projects are evaluated in Ayad et al (2020), whereas the knowledge diffused locally is evaluated in Ayad et al (2019). In the present study, the methodological approach adopted is to assess the objective of 'learning' during the project, through the joint management mechanism adopted by both the transferee and the transferor.…”

Evaluation of Knowledge Flow from Developed to Developing Countries in Small Satellite Collaborative Projects: The Case of Algeria

“…The local diffusion of technology, which is not the focus of this article, occurs through post-collaborative projects knowledge transfer. The local diffusion of technology was evaluated as part of a broader empirical study aimed at evaluating small satellite technology transfer to Algeria, with the results presented in a separate publication [77].…”