组织间合作是实证探索个人与组织学习之间联系的基础

A. Jenner
{"title":"组织间合作是实证探索个人与组织学习之间联系的基础","authors":"A. Jenner","doi":"10.7788/ijbe-2015-0107","DOIUrl":null,"url":null,"abstract":"Inter-organisational cooperation has advanced to a highly relevant issue of organisational research rooted in adult education. Although cooperation has tradition in the field of adult and continuing education in Germany, especially since about the Nineties it has more and more become a commonplace for adult educational organisations to strike up cooperation amongst each other or with other organisations located in and outside the educational sector (cf. Dollhausen & Feld 2010, p. 24). Partner organisations can for example be schools, museums, cultural institutes, companies, etc. Cooperation in this context is understood at organisational level, i.e. organisations jointly working together in order to fulfil a specific task (cf. Dollhausen & Mickler 2012, p. 9). Examples for such kind of tasks are corporately developed services, joint course offers, etc. On the one hand the grown emphasis relates to practical advantages and necessities, for example pooling capacities or easing transitions between different organisations. On the other hand, there has been major political emphasis due to correlating funding programs and also by legislation at federal level, binding funding for public adult educational organisations to involvement in cooperative activities (cf. Dollhausen & Feld 2010, p. 24). Accordingly, adult educational research on cooperation and networks started off mainly in the form of accompanying research in order to convoy or evaluate practical developments (e.g.: Emminghaus & Tippelt 2009; Tippelt et. al 2009; Nuissl et. al. 2006). During recent years though, the high attention to the topic has also led to an increase in knowledge-oriented fundamental research that focuses on specific problems concerning cooperative activities and undertakes empirical investigation (see for example: Alke 2015; Franz 2014; Maschwitz 2014; Dollhausen, Feld & Seitter 2013; Mickler 2013; Feld 2011; Jütte 2002).","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"73 4 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Inter-organisational cooperation as a ground for empirically exploring the linkage between individual and organisational learning\",\"authors\":\"A. Jenner\",\"doi\":\"10.7788/ijbe-2015-0107\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Inter-organisational cooperation has advanced to a highly relevant issue of organisational research rooted in adult education. Although cooperation has tradition in the field of adult and continuing education in Germany, especially since about the Nineties it has more and more become a commonplace for adult educational organisations to strike up cooperation amongst each other or with other organisations located in and outside the educational sector (cf. Dollhausen & Feld 2010, p. 24). Partner organisations can for example be schools, museums, cultural institutes, companies, etc. Cooperation in this context is understood at organisational level, i.e. organisations jointly working together in order to fulfil a specific task (cf. Dollhausen & Mickler 2012, p. 9). Examples for such kind of tasks are corporately developed services, joint course offers, etc. On the one hand the grown emphasis relates to practical advantages and necessities, for example pooling capacities or easing transitions between different organisations. On the other hand, there has been major political emphasis due to correlating funding programs and also by legislation at federal level, binding funding for public adult educational organisations to involvement in cooperative activities (cf. Dollhausen & Feld 2010, p. 24). Accordingly, adult educational research on cooperation and networks started off mainly in the form of accompanying research in order to convoy or evaluate practical developments (e.g.: Emminghaus & Tippelt 2009; Tippelt et. al 2009; Nuissl et. al. 2006). During recent years though, the high attention to the topic has also led to an increase in knowledge-oriented fundamental research that focuses on specific problems concerning cooperative activities and undertakes empirical investigation (see for example: Alke 2015; Franz 2014; Maschwitz 2014; Dollhausen, Feld & Seitter 2013; Mickler 2013; Feld 2011; Jütte 2002).\",\"PeriodicalId\":185302,\"journal\":{\"name\":\"Internationales Jahrbuch der Erwachsenenbildung\",\"volume\":\"73 4 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internationales Jahrbuch der Erwachsenenbildung\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7788/ijbe-2015-0107\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internationales Jahrbuch der Erwachsenenbildung","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7788/ijbe-2015-0107","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

摘要

组织间合作已经发展成为植根于成人教育的组织研究的一个高度相关的问题。虽然合作在德国的成人和继续教育领域有传统,特别是自20世纪90年代以来,成人教育组织之间或与教育部门内外的其他组织开展合作越来越成为一种司空见惯的现象(参见Dollhausen & Feld 2010, p. 24)。合作组织可以是学校、博物馆、文化机构、公司等。在这种情况下,合作是在组织层面上理解的,即组织为了完成特定任务而共同努力(参见Dollhausen & Mickler 2012, p. 9)。这类任务的例子有企业开发的服务、联合提供的课程等。一方面,越来越多的强调与实际优势和必要性有关,例如汇集能力或简化不同组织之间的过渡。另一方面,由于相关的资助计划和联邦一级的立法,对公共成人教育组织参与合作活动的资金具有约束力,这在政治上受到了很大的重视(参见Dollhausen & Feld 2010,第24页)。因此,关于合作和网络的成人教育研究主要以伴随研究的形式开始,以护送或评估实际发展(例如:Emminghaus & Tippelt 2009;Tippelt等人2009;Nuissl et. al. 2006)。然而,近年来,对这一主题的高度关注也导致了以知识为导向的基础研究的增加,这些研究侧重于合作活动的具体问题,并进行实证调查(例如:Alke 2015;弗朗茨2014;Maschwitz 2014;Dollhausen, Feld & Seitter 2013;很多2013;菲尔德2011;Jutte 2002)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Inter-organisational cooperation as a ground for empirically exploring the linkage between individual and organisational learning
Inter-organisational cooperation has advanced to a highly relevant issue of organisational research rooted in adult education. Although cooperation has tradition in the field of adult and continuing education in Germany, especially since about the Nineties it has more and more become a commonplace for adult educational organisations to strike up cooperation amongst each other or with other organisations located in and outside the educational sector (cf. Dollhausen & Feld 2010, p. 24). Partner organisations can for example be schools, museums, cultural institutes, companies, etc. Cooperation in this context is understood at organisational level, i.e. organisations jointly working together in order to fulfil a specific task (cf. Dollhausen & Mickler 2012, p. 9). Examples for such kind of tasks are corporately developed services, joint course offers, etc. On the one hand the grown emphasis relates to practical advantages and necessities, for example pooling capacities or easing transitions between different organisations. On the other hand, there has been major political emphasis due to correlating funding programs and also by legislation at federal level, binding funding for public adult educational organisations to involvement in cooperative activities (cf. Dollhausen & Feld 2010, p. 24). Accordingly, adult educational research on cooperation and networks started off mainly in the form of accompanying research in order to convoy or evaluate practical developments (e.g.: Emminghaus & Tippelt 2009; Tippelt et. al 2009; Nuissl et. al. 2006). During recent years though, the high attention to the topic has also led to an increase in knowledge-oriented fundamental research that focuses on specific problems concerning cooperative activities and undertakes empirical investigation (see for example: Alke 2015; Franz 2014; Maschwitz 2014; Dollhausen, Feld & Seitter 2013; Mickler 2013; Feld 2011; Jütte 2002).
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Standing on the Shoulders of Giants – Building on Existing Knowledge Agentur für Erwachsenen- und Weiterbildung (Hg.): Policy Making in Adult Education. A Comparative Approach across 21 European Regions. A Perspective on the Use of Large Scale Efforts in Comparative Adult Education Research! Volunteer Activities in Continuing Education Facilities – Significance, Challenges and Organizational Consequences Globalization and its Main Challenges in Comparative (Adult) Education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1