Search results

The purpose of this paper is to share the authors’ perspectives as members of a research-based course project focused on learning game design and development. The authors provide important aspects of their findings as usable knowledge in the form of implications for potential use in new contexts.

This is a case study of one instance of a course-based structured learning opportunity. The authors chose to interview each other about various aspects of the course structure and its affordances and constraints for creating an effective and supportive learning environment.

The paper provides findings as implications for potential transfer to new contexts. As considerations for engendering the type of learning the authors promote, they share much of the interview responses in an effort to not only contextualize their perspectives but also identify important aspects for similar projects.

As a single case, the authors focus on areas of transferability rather than generalizability. With more cases, they could build the list of important aspects, but with this individual case, they can simply share the ideas they find most salient from their work.

The paper includes implications for those interested in creating similar opportunities that combine undergraduate research projects and coursework to enhance students’ ability to pursue individual interests typically not found in traditional course models.

This paper provides an example of a non-traditional opportunity for learning as a potential model for others.

The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

Examines the use of learning contracts to achieve supervisory development in an organization with highly centralized decision‐making processes and a strong power‐based culture. Shows that a well‐managed learning contract process can significantly increase the value of supervisory development and help to facilitate more consensus‐ and collaborative‐based approaches to problem solving and encourage learning in the ongoing work activities of the organization.

This paper aims to outline the role of Sandals Corporate University (SCU) and the contribution of action learning to human resource development.

The paper relates theme issue content to the mission and mandate for SCU as an own brand learning system.

The paper concludes that action learning is a key element of SCU's capability and effectiveness in supporting the ongoing development of Sandals Resorts International.

The paper illustrates the scope and potential for own brand learning that is accessible to all employees and provides development pathways with professional certification on a career‐long basis.

The paper reflects detailed piloting work and the emergence of an organizational learning system that fully integrates personal and professional development with the workplace.

This study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.

The authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).

Educators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.

More research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.

Research on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective learning.

In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.

Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary.

The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools.

The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

In the telecommunication industry, companies gain a competitive edge through the competence of their employees, making issues of learning critical. The study aims to identify specific learning processes necessary when working at the edge both of one's own knowledge and of that of the branch.

This research draws on theories of learning through experience and interaction, and looks at software development engineers working at the interface between tele‐ and datacom within one company, Ericsson, Sweden. Data were collected in 2000 in four software‐engineering teams, through semi‐structured interviews, reflection groups and observations. Data were analyzed in an interplay between empirical findings and theoretical concepts.

The research identified three kinds of learning processes in which employees engage to accomplish their tasks: learning basic knowledge; co‐creating new knowledge; and learning changing‐knowledge. Learning basic knowledge was a frequent returning to a state of knowing nothing among skilled workers. The co‐creation of new knowledge implied close interaction processes in the midst of carrying out difficult work tasks. Learning changing‐knowledge questioned hitherto acquired knowledge through the necessity of taking in new facts and aspects in relation to already existing deep and extensive knowing.

Differentiating these learning processes has theoretical implications and a practical significance for organizations wanting to focus on competence and learning issues.

When organizing for learning it is of crucial importance to be aware of the kind of actual learning processes that are ongoing and need support and infrastructure.

Customers often want to learn about a product/service, and companies can benefit from such a learning desire. While prior research has shed light on firm-beneficial outcomes of customer learning and explored the motivational factors of business partners’ learning behavior, less is known about the critical antecedents of individual customers’ learning behavior. This study aims to explore the key drivers of individual customers’ learning desires and identified customers with a stronger learning desire.

This research used both a lab experiment (Study 1, N = 148) and surveys (Study 2, N = 553; Study 3, N = 703) across different participant populations and product contexts.

This study indicated that both involvement and knowledge-sharing intention drove customer learning desire. Customer expertise further strengthened these main effects. Moreover, a stronger learning desire led to greater customer satisfaction.

This study identified key factors involved in customer learning desire and its potential benefits for companies. Additional research to investigate customer learning in specific environments and forms and regarding specific brands is warranted.

This study emphasizes the importance of supporting customer learning and encourages businesses to manage customer learning proactively. It also provides suggestions for effective learning support for targeted customer groups.

This study contributes to the customer learning literature by exploring key influencing factors of individual customers’ learning desires, based on self-determination theory. It also identified the role of customer expertise in shaping customers’ learning processes. Moreover, this study examined customer learning as a novel way to enhance customer satisfaction.

The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.

The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance.

The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters.

Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”.

The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership.

Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve.

Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

The purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections.

The empirical study was designed as a multi‐case study in a research and development project. The case studies include three teacher teams from different schools. Data were collected though observations and in‐depth interviews and analysed qualitatively.

The main findings show that the teams differ with regard to collaboration and team atmosphere, and willingness to learn collectively. The analyses of talk at team meetings show the importance of collective reflection loops through which the teachers transform the contents of their conversations. A facilitating team atmosphere seems vitally important for the emergence of the identified collective reflection loops. Collective reflections potentially increase team learning.

Case study and conversation analyses which were mainly focused on verbal communication have certain limitations. A multi‐case design and different methods for data collection were used to offset these presumed weaknesses.

One of the purposes with the research and development approach was to support teachers' team learning processes. The findings provide insights and model of team learning with further practical implications for teacher teams.

The findings show that a facilitating team atmosphere supports collective reflection loops, with potential to increase the team's collective competence. These findings provide valuable contributions to further conceptual understanding of team learning.