Temporal dynamics of situated learning in organizations

Lervik, Jon Erland; Fahy, Kathryn; Easterby‐Smith, Mark

doi:10.1177/1350507609357004

Cited by 37 publications

(44 citation statements)

References 33 publications

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“…Time is implicitly incorporated in most research on OL, because learning involves improvement and progression over time (Lervik et al . ). Recently, an increasing number of studies have explicitly addressed aspects of the role of time in OL (e.g.…”

Section: Introductionmentioning

confidence: 97%

Time and Organizational Learning: A Review and Agenda for Future Research

Berends

Antonacopoulou

2013

Int J Management Reviews

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This paper examines the time dimensions of organizational learning. While several recent studies have addressed aspects of time in relation to organizational learning, the topic of time has received little attention in reviews of the field, and this promising domain of research is fragmented. The objective of this paper is to bring these dispersed conceptualizations and findings together and to provide a more solid conceptual foundation for the time dimensions of organizational learning as a new research avenue. Three sets of mechanisms are discerned: concerning time as duration; the timing of organizational learning; and the role of the past, present and future in organizational learning. Each of these perspectives offers unique insights, which when integrated can help map new directions for future research.

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Section: Introductionmentioning

confidence: 97%

Time and Organizational Learning: A Review and Agenda for Future Research

Berends

Antonacopoulou

2013

Int J Management Reviews

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“…Such groups may have different understandings of knowledge (Cook and Brown, 1999) and negotiate meaning across boundaries. In this negotiation, they mobilize resources such as technological objects (Carlile, 2004;Levina and Vaast, 2005;Miettinen and Virkkunen, 2005;Nicolini et al, 2012), as well as direct relationships between individuals (Lervik et al, 2010). While some authors see the practices of different groups as remaining largely distinct, others propose a "trading zone", in which a new form of practice emerges (Chrisman, 1999;Kellogg et al, 2006) or articulate how the mediating objects are themselves changed through shared knowledge work (Ewenstein and Whyte, 2009;Mcgivern and Dopson, 2010).…”

Section: Theoretical Starting Points: Coordination Of Knowledge Workmentioning

confidence: 99%

Passing the baton? Handing over digital data from the project to operations

Whyte

Lindkvist

Jaradat

2016

Engineering Project Organization Journal

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From fieldwork conducted ahead of the London Olympic Games, we develop new understanding of how organizations hand over digital data from the project to operations. Prior research explains how practitioners negotiate meaning across boundaries in ongoing work. However, it gives little attention to hand-over, where one group disengages as another engages. We use the analogy of the baton pass in a relay race to articulate how hand-over requires attention to sequence, timing, passing technique and communication within a time-constrained window of opportunity. In our case study, the project delivery team transfer responsibility for sports venues and other facilities, and their associated digital data, to Games operators. We show how delivery professionals both project the nature of future work; and probe how meanings will be interpreted. They seek to extend the window to discuss and negotiate meaning with operators. Our study contributes to research on engineering projects and on the coordination of knowledge work by articulating the baton pass, window of opportunity and projection and probing activities involved in hand-over. Understanding and improving the hand-over of digital data from the project to operations is important to enable owners and operators to better manage built infrastructure. ARTICLE HISTORY

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“…Typically in experiential learning opportunities are created for individuals to learn from mistakes and grow personally as they gain new experiences (McLaughlin and Thorpe, 1993;Mumford, 1994). Researchers have concluded that such experience must be social and involve social learning, which engages others in the process (Lervik, Fahy and Easterby-Smith, 2010;McLaughlin and Thorpe, 1993). Experiential learning has been considered to provide a deeper more effective form of learning for students who experience it (Biggs, 1993;Entwistle and Ramsden, 1983) and it is often encouraged in many educational domains including entrepreneurship education (Gibb 2002).…”

Section: Entrepreneurial Learning and The Importance Of Experiential mentioning

confidence: 99%

Student clubs: experiences in entrepreneurial learning

Pittaway

Gazzard

Shore

et al. 2015

Entrepreneurship & Regional Development

132

131

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Student-led clubs that seek to enhance entrepreneurial learning can be found in manyuniversities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning, it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs 'entrepreneurship clubs' and 'Enactus clubs' and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as, learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.

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Temporal dynamics of situated learning in organizations

Cited by 37 publications

References 33 publications

Time and Organizational Learning: A Review and Agenda for Future Research

Time and Organizational Learning: A Review and Agenda for Future Research

Passing the baton? Handing over digital data from the project to operations

Student clubs: experiences in entrepreneurial learning

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