Pub Date : 2023-08-10DOI: 10.1108/jwl-01-2023-0007
Ella Taylor-Smith, Sally G. Smith, Khristin Fabian, Andrew Bratton
Purpose The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration. Design/methodology/approach A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year. Findings The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections. Practical implications Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made. Originality/value While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.
{"title":"Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study","authors":"Ella Taylor-Smith, Sally G. Smith, Khristin Fabian, Andrew Bratton","doi":"10.1108/jwl-01-2023-0007","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0007","url":null,"abstract":"\u0000Purpose\u0000The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year.\u0000\u0000\u0000Findings\u0000The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections.\u0000\u0000\u0000Practical implications\u0000Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made.\u0000\u0000\u0000Originality/value\u0000While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49589336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1108/jwl-01-2023-0003
E. Wikström, Rebecka Arman, L. Dellve, Nanna Gillberg
Purpose The purpose of the paper is to contribute to an understanding of the relational work carried out in mentoring programmes and the implications for learning capabilities in future practices. Design/methodology/approach This study is based on field research of a mentoring programme bringing together senior and newly graduated workers in a large Swedish health care organisation. In total, 54 qualitative interviews with mentors, mentees, HR, managers and union representatives are included. Findings The findings point to the role of trust and a psychological sense of community in the socialisation work that goes on in relationships between the mentor and the mentee. This in turn leads to increased social capital in the form of learning and retaining workers. The conditions for being vulnerable and asking questions, as well as daring to be independent, are an essential and decisive part of constructing bonding within the professional group and bridging out to other professions and parts of the organisation. Practical implications The practical contribution from this study is the workplace conditions that are central to organising mentoring programmes, with implications for learning capabilities in future practices. Originality/value With its theoretical focus on social capital, the study shows the importance of relationships for learning and retaining both newly graduated and experienced employees in a context of high employee turnover. It is central to achieving strong and mutually beneficial relationships through continual and trustful interaction between actors. By using the concepts of social capital, socialisation agents and psychological sense of community, this study contributes to an understanding of mentoring and workplace learning.
{"title":"Mentoring programmes – building capacity for learning and retaining workers in the workplace","authors":"E. Wikström, Rebecka Arman, L. Dellve, Nanna Gillberg","doi":"10.1108/jwl-01-2023-0003","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0003","url":null,"abstract":"\u0000Purpose\u0000The purpose of the paper is to contribute to an understanding of the relational work carried out in mentoring programmes and the implications for learning capabilities in future practices.\u0000\u0000\u0000Design/methodology/approach\u0000This study is based on field research of a mentoring programme bringing together senior and newly graduated workers in a large Swedish health care organisation. In total, 54 qualitative interviews with mentors, mentees, HR, managers and union representatives are included.\u0000\u0000\u0000Findings\u0000The findings point to the role of trust and a psychological sense of community in the socialisation work that goes on in relationships between the mentor and the mentee. This in turn leads to increased social capital in the form of learning and retaining workers. The conditions for being vulnerable and asking questions, as well as daring to be independent, are an essential and decisive part of constructing bonding within the professional group and bridging out to other professions and parts of the organisation.\u0000\u0000\u0000Practical implications\u0000The practical contribution from this study is the workplace conditions that are central to organising mentoring programmes, with implications for learning capabilities in future practices.\u0000\u0000\u0000Originality/value\u0000With its theoretical focus on social capital, the study shows the importance of relationships for learning and retaining both newly graduated and experienced employees in a context of high employee turnover. It is central to achieving strong and mutually beneficial relationships through continual and trustful interaction between actors. By using the concepts of social capital, socialisation agents and psychological sense of community, this study contributes to an understanding of mentoring and workplace learning.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44666736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.1108/jwl-01-2023-0002
N. Carbonara, B. Scozzi, R. Pellegrino
Purpose This paper aims to provide an easy-to-use yet powerful tool to assess the organizational readiness to adopt effective Smart Working (SW). In light of this main objective, based on the current state of research, the study develops a maturity model to assess the SW organizational readiness (SWOR). The SWOR maturity model consists of three dimensions, each of them further detailed into two sub-dimensions. A tool was developed to make use of the model. Design/methodology/approach The SWOR maturity model was converted into a Web-based questionnaire that includes 54 questions based on 44 items to operationalize the model sub-dimensions. The questionnaire was used in a survey conducted at the Local Health Authority (ASL) of the province of Bari (Italy). Findings Several implications derive from the present study. From a managerial perspective, the SWOR maturity model supports companies in the as-is analysis of processes, technologies and human resources, which are the enablers of an effective SW, and in the development of a roadmap to achieve a desired “to-be” situation. Originality/value Despite recent studies on SW have identified the key drivers that affect the success of SW implementation, there is a lack of models and tools that help companies become aware of the actions and investments to be taken to move towards an effective SW adoption. Even the analysis of the literature on maturity models reveals a gap in the research related to the assessment of SW organizational readiness. The present paper tries to overcome these limitations.
{"title":"Organizational readiness for smart working: a model and assessment tool","authors":"N. Carbonara, B. Scozzi, R. Pellegrino","doi":"10.1108/jwl-01-2023-0002","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0002","url":null,"abstract":"\u0000Purpose\u0000This paper aims to provide an easy-to-use yet powerful tool to assess the organizational readiness to adopt effective Smart Working (SW). In light of this main objective, based on the current state of research, the study develops a maturity model to assess the SW organizational readiness (SWOR). The SWOR maturity model consists of three dimensions, each of them further detailed into two sub-dimensions. A tool was developed to make use of the model.\u0000\u0000\u0000Design/methodology/approach\u0000The SWOR maturity model was converted into a Web-based questionnaire that includes 54 questions based on 44 items to operationalize the model sub-dimensions. The questionnaire was used in a survey conducted at the Local Health Authority (ASL) of the province of Bari (Italy).\u0000\u0000\u0000Findings\u0000Several implications derive from the present study. From a managerial perspective, the SWOR maturity model supports companies in the as-is analysis of processes, technologies and human resources, which are the enablers of an effective SW, and in the development of a roadmap to achieve a desired “to-be” situation.\u0000\u0000\u0000Originality/value\u0000Despite recent studies on SW have identified the key drivers that affect the success of SW implementation, there is a lack of models and tools that help companies become aware of the actions and investments to be taken to move towards an effective SW adoption. Even the analysis of the literature on maturity models reveals a gap in the research related to the assessment of SW organizational readiness. The present paper tries to overcome these limitations.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46342261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1108/jwl-02-2023-0025
Maarten M. van Houten
Purpose The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities. Originality/value This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.
{"title":"Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment","authors":"Maarten M. van Houten","doi":"10.1108/jwl-02-2023-0025","DOIUrl":"https://doi.org/10.1108/jwl-02-2023-0025","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice.\u0000\u0000\u0000Design/methodology/approach\u0000Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning.\u0000\u0000\u0000Findings\u0000Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development.\u0000\u0000\u0000Research limitations/implications\u0000Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters.\u0000\u0000\u0000Practical implications\u0000Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities.\u0000\u0000\u0000Originality/value\u0000This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1108/jwl-01-2023-0012
S. Samuelson, Ann Svensson, I. Svenningsson, S. Pennbrant
Purpose To meet future healthcare needs, primary care is undergoing a transformation in which innovations and new ways of working play an important role. However, successful innovations depend on joint learning and rewarding collaborations between healthcare and other stakeholders. This study aims to explore how learning develops when entrepreneurs, healthcare professionals and older people collaborate in a primary care living lab. Design/methodology/approach The study had an action research design and was conducted at a clinically embedded living lab at a primary care centre on the west coast of Sweden. Data consisted of e-mail conversations, recordings from design meetings and three group interviews with each party (entrepreneurs, healthcare professionals and older people). Data were analysed with inductive qualitative content analysis. Findings An overarching theme, “To share each other’s worlds in an arranged space for learning”, was found, followed by three categories, “Prerequisites for learning”, “Strategies to achieve learning” and “To learn from and with each other”. These three categories comprise eight subcategories. Originality/value This research contributes to knowledge regarding the need for arranged spaces for learning and innovation in primary care and how collaborative learning can contribute to the development of practice.
{"title":"Learning in living lab collaboration in primary care – a qualitative study","authors":"S. Samuelson, Ann Svensson, I. Svenningsson, S. Pennbrant","doi":"10.1108/jwl-01-2023-0012","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0012","url":null,"abstract":"\u0000Purpose\u0000To meet future healthcare needs, primary care is undergoing a transformation in which innovations and new ways of working play an important role. However, successful innovations depend on joint learning and rewarding collaborations between healthcare and other stakeholders. This study aims to explore how learning develops when entrepreneurs, healthcare professionals and older people collaborate in a primary care living lab.\u0000\u0000\u0000Design/methodology/approach\u0000The study had an action research design and was conducted at a clinically embedded living lab at a primary care centre on the west coast of Sweden. Data consisted of e-mail conversations, recordings from design meetings and three group interviews with each party (entrepreneurs, healthcare professionals and older people). Data were analysed with inductive qualitative content analysis.\u0000\u0000\u0000Findings\u0000An overarching theme, “To share each other’s worlds in an arranged space for learning”, was found, followed by three categories, “Prerequisites for learning”, “Strategies to achieve learning” and “To learn from and with each other”. These three categories comprise eight subcategories.\u0000\u0000\u0000Originality/value\u0000This research contributes to knowledge regarding the need for arranged spaces for learning and innovation in primary care and how collaborative learning can contribute to the development of practice.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41501489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1108/jwl-01-2023-0006
Annika Wiklund-Engblom, F. Polo, Caroline Kullbäck, Staffan Asplund
Purpose The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical. Design/methodology/approach The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken. Findings The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation. Research limitations/implications The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts. Practical implications This study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning. Originality/value The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.
{"title":"Defining and implementing a smart working environment for employee sustainability: action research for organisational development and learning","authors":"Annika Wiklund-Engblom, F. Polo, Caroline Kullbäck, Staffan Asplund","doi":"10.1108/jwl-01-2023-0006","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0006","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical.\u0000\u0000\u0000Design/methodology/approach\u0000The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken.\u0000\u0000\u0000Findings\u0000The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation.\u0000\u0000\u0000Research limitations/implications\u0000The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts.\u0000\u0000\u0000Practical implications\u0000This study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning.\u0000\u0000\u0000Originality/value\u0000The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1108/jwl-01-2023-0013
C. Spinuzzi
Purpose This paper aims to consider ways to visually model data generated by qualitative case studies, pointing out a need for visualizations that depict both synchronic relations across representations and how those relations change diachronically. To develop an appropriate modeling approach, the paper critically examines Max Boisot’s I-Space model, a conceptual model for understanding the interplay among knowledge assets used by a population. I-Space maps information in three dimensions (abstraction, codification and diffusion). It is not directly adoptable for case study methodology due to three fundamental disjunctures: in theory, methodology and unit of analysis. However, it can be adapted for qualitative research by substituting analogues for abstraction, codification and diffusion. Design/methodology/approach Using an example from early-stage technology entrepreneurship, this paper first reviews network, flow and matrix models used to systematically visualize case study data. It then presents Boisot’s I-Space model and critiques it from the perspective of qualitative workplace studies. Finally, it adapts the model using measures that have been used in qualitative case studies. Findings This paper notes three limitations of the I-Space model when applied to empirical cases of workplace learning. Its theory of information does not account well for how people use representations synchronically for learning. It is a conceptual framework, and the tentative attempts to use it for mapping representations have been used in workshops, not for systematically collected data. It does not adequately bound a case for analysis. Thus, it can be applied analogically but not directly for mapping representations in qualitative case studies. Practical implications This paper identifies a possible way to develop I-Space for strategically mapping representations in qualitative case studies, using measures analogous to the I-Space axes to reflect observable behavior. Originality/value In providing a methodological critique for one model of knowledge management, this paper also develops criteria for appropriate modeling of meaningful artifacts in the context of qualitative studies of workplaces.
{"title":"Mapping representations in qualitative case studies: can we adapt Boisot’s I-Space model?","authors":"C. Spinuzzi","doi":"10.1108/jwl-01-2023-0013","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0013","url":null,"abstract":"\u0000Purpose\u0000This paper aims to consider ways to visually model data generated by qualitative case studies, pointing out a need for visualizations that depict both synchronic relations across representations and how those relations change diachronically. To develop an appropriate modeling approach, the paper critically examines Max Boisot’s I-Space model, a conceptual model for understanding the interplay among knowledge assets used by a population. I-Space maps information in three dimensions (abstraction, codification and diffusion). It is not directly adoptable for case study methodology due to three fundamental disjunctures: in theory, methodology and unit of analysis. However, it can be adapted for qualitative research by substituting analogues for abstraction, codification and diffusion.\u0000\u0000\u0000Design/methodology/approach\u0000Using an example from early-stage technology entrepreneurship, this paper first reviews network, flow and matrix models used to systematically visualize case study data. It then presents Boisot’s I-Space model and critiques it from the perspective of qualitative workplace studies. Finally, it adapts the model using measures that have been used in qualitative case studies.\u0000\u0000\u0000Findings\u0000This paper notes three limitations of the I-Space model when applied to empirical cases of workplace learning. Its theory of information does not account well for how people use representations synchronically for learning. It is a conceptual framework, and the tentative attempts to use it for mapping representations have been used in workshops, not for systematically collected data. It does not adequately bound a case for analysis. Thus, it can be applied analogically but not directly for mapping representations in qualitative case studies.\u0000\u0000\u0000Practical implications\u0000This paper identifies a possible way to develop I-Space for strategically mapping representations in qualitative case studies, using measures analogous to the I-Space axes to reflect observable behavior.\u0000\u0000\u0000Originality/value\u0000In providing a methodological critique for one model of knowledge management, this paper also develops criteria for appropriate modeling of meaningful artifacts in the context of qualitative studies of workplaces.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42894762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1108/jwl-01-2023-0004
Fredrik Sunnemark, Emil Gahnström, Hedvig Rudström, E. Karlsson, Per Assmo
Purpose Social sustainability is a concept frequently referred to in public debates concerning how to construct the governance of future societies. The interpretations of its meaning, however, are ambiguous, and practices often dubious. Confronting top-down technocratic governance structures, this paper aims to argue for for tripartite collaborations between residents, higher education institutions (HEIs) and local government, as an approach toward social sustainability that involves residents’ interests in local governance. Design/methodology/approach This study argues that a specific time-spatial method of analysis can benefit the co-creation of knowledge as it passes through the spectrum of resident–HEI–local government. It provides a way for resident perceptions to become structured knowledge that originates from the residents, effectively engendering a bottom-up governance structure. Findings This study shows how to include residents in policymaking and implementation processes as co-creators of knowledge, and thereby displays the possibility of examining knowledge and competence within municipal projects for social sustainability. Originality/value The model developed in this study can be used as a methodological instrument to analyze and expand resident participation in local social sustainability work. It thereby provides a toolbox for inclusive policymaking and strategies.
{"title":"Social sustainability for whom? Developing an analytical approach through a tripartite collaboration","authors":"Fredrik Sunnemark, Emil Gahnström, Hedvig Rudström, E. Karlsson, Per Assmo","doi":"10.1108/jwl-01-2023-0004","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0004","url":null,"abstract":"\u0000Purpose\u0000Social sustainability is a concept frequently referred to in public debates concerning how to construct the governance of future societies. The interpretations of its meaning, however, are ambiguous, and practices often dubious. Confronting top-down technocratic governance structures, this paper aims to argue for for tripartite collaborations between residents, higher education institutions (HEIs) and local government, as an approach toward social sustainability that involves residents’ interests in local governance.\u0000\u0000\u0000Design/methodology/approach\u0000This study argues that a specific time-spatial method of analysis can benefit the co-creation of knowledge as it passes through the spectrum of resident–HEI–local government. It provides a way for resident perceptions to become structured knowledge that originates from the residents, effectively engendering a bottom-up governance structure.\u0000\u0000\u0000Findings\u0000This study shows how to include residents in policymaking and implementation processes as co-creators of knowledge, and thereby displays the possibility of examining knowledge and competence within municipal projects for social sustainability.\u0000\u0000\u0000Originality/value\u0000The model developed in this study can be used as a methodological instrument to analyze and expand resident participation in local social sustainability work. It thereby provides a toolbox for inclusive policymaking and strategies.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1108/jwl-01-2023-0008
Alice Mohlin
Purpose The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry. Design/methodology/approach This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics. Findings This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries’ contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided. Originality/value The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.
{"title":"How to facilitate manufacturing industry learning from problems: a review on advanced technology problem-solving","authors":"Alice Mohlin","doi":"10.1108/jwl-01-2023-0008","DOIUrl":"https://doi.org/10.1108/jwl-01-2023-0008","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry.\u0000\u0000\u0000Design/methodology/approach\u0000This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics.\u0000\u0000\u0000Findings\u0000This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries’ contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided.\u0000\u0000\u0000Originality/value\u0000The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1108/jwl-11-2022-0157
Iréne Bernhard, Anna Karin Olsson
Purpose The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning. Design/methodology/approach The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students. Findings Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas. Research limitations/implications Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society. Originality/value This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.
{"title":"One foot in academia and one in work-life – the case of Swedish industrial PhD students","authors":"Iréne Bernhard, Anna Karin Olsson","doi":"10.1108/jwl-11-2022-0157","DOIUrl":"https://doi.org/10.1108/jwl-11-2022-0157","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.\u0000\u0000\u0000Design/methodology/approach\u0000The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.\u0000\u0000\u0000Findings\u0000Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.\u0000\u0000\u0000Research limitations/implications\u0000Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.\u0000\u0000\u0000Originality/value\u0000This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.\u0000","PeriodicalId":47077,"journal":{"name":"Journal of Workplace Learning","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42785365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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