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The purpose of this study is to propose a model of knowledge legitimation in organizational learning focusing on the relationship between power politics and legitimacy.

This study adopts the approach of a conceptual discussion.

This study developed an organizational learning model that explains how actors exercise their power and how knowledge is legitimated through politics. The author identified various factors that shape the politics; these factors trigger, enhance, facilitate and inhibit power exercise. This study also identified which type of power (influence, force, domination and discipline) leads to which type of legitimacy (pragmatic, moral and cognitive). Furthermore, this study found that power politics and organizational learning are interrelated; actors’ powers bestow legitimacy on knowledge, and knowledge enhances the power of related actors.

This study identified the set of factors that shape actors’ power exercise in organizational learning as well as their associated mechanism and illustrated how they lead to knowledge legitimation. The author also revealed the relationships between actors’ power and legitimacy of knowledge. Finally, this study elaborated on the findings of prior studies concerning politics of organizational learning.

This qualitative study was conducted to answer two questions concerning service learning in youth populations: Do teens understand their roles in the process of service learning? How do teens perceive service opportunities within their communities or organizations? The intent was to investigate these issues in order to provide depth to the research on youth voice and perceptions in service learning activities. Focus groups were conducted with teens involved in various organizations. Findings included that teens were able to articulate a strong definition of service learning as well as identify service activities. Most felt they had a voice in planning and implementation and saw adults as key to the evaluation of projects. Some teens felt, however, that adults often have too great a voice in the planning stages. Recommendations include professional development for adults on working with teens and evaluating current programs to make certain that youth voice is present.

This quantitative study was completed in order to gather initial data on the leadership practices currently being employed by county level 4-H educators in a northeast state. A survey instrument including the Multifactor Leadership Questionnaire (MLQ), the Leadership Practices Inventory (LPI), and a demographics questionnaire, was sent to all extension 4-H educators. Findings had educators self reporting the use of transformational leadership skills fairly often while transactional skills only once in a while. Also, educators reported the moderate use of skills including role modeling and engaging others in activities; but low usage scores were reported in areas of visioning, bringing people on board, and rewarding people for successes. Recommendations include staff development opportunities that will specifically address the gaps in leadership skills.

In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study reported here, the authors explored the experiences of healthcare professionals when first implementing integrated care pilot projects, bringing together physical and mental health services, in a community hospital setting.

Engaging a qualitative descriptive study design, semi-structured interviews were conducted with 24 healthcare professionals who discussed their experiences with implementing three integrated care pilot projects one year following project launch. The thematic analysis captured early implementation issues and was informed by an institutional logics framework.

Three themes highlight disruptions to established logics reported by healthcare professionals during the early implementation phase: (1) integrated care practices increased workload and impacted clinical workflows; (2) integrating mental and physical health services altered patient and healthcare provider relationships; and (3) the introduction of integrated care practices disrupted healthcare team relations.

Study findings highlight the importance of considering existing logics in healthcare settings when planning integrated care initiatives. While integrated care pilot projects can contribute to organizational, team and individual practice changes, the priorities of healthcare stakeholders, relational work required and limited project resources can create significant implementation barriers.