Search results

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.

The purpose of this paper is to focus on the interaction process between organizations of a knowledge network as a means to promote learning. In particular, the authors aim to answer the following research questions: how do dyadic and network relationships contribute to inter-organizational creation and transfer of knowledge? More specifically, which joint activities between organizations facilitate inter-organizational learning within a knowledge network? That is, the authors are interested in the relationship processes for inter-organisational learning, aiming to identify and understand the joint activities through which organizations within an institutional network generate and transfer knowledge.

Aiming at studying how six institutional actors generate and transfer knowledge, the existing dyadic relationships between a focal actor (a technological center of the textile and clothing industry – CITEVE) and each one of the other five institutional actors were studied. In the study of this knowledge network the authors analyzed several documental sources and carried out 19 interviews.

This study shows how dyadic and network relationships contribute to inter-organisational creation and transfer of knowledge. It assesses several joint activities through which organizations in the studied network learn with each other and compares the five dyadic relationships in terms of their distinctive features. Through the cooperative effort based on joint activities between actors, the studied network generates complementary and multidisciplinary knowledge aiming to promote network learning of the studied organizations. Management implications and suggestions for further research on network learning are discussed.

This paper adds to the literature on network learning and management by empirically illustrating how a network of organizations in a given industry contributes to knowledge generation. It is an original contribution because, first, it allows a better understanding of how organizations of a knowledge network interact and contribute for network learning. In particular, the paper identifies a large number of joint activities for inter-organizational learning in the context of a traditional industry. Second, the research shows empirically how such interaction and learning occur in practice within a network context that comprises only institutional actors.

Networks and learning matter to small- and medium-sized enterprises (SMEs). Networks and learning are also further elaborations on the exploration–exploitation (EE) dilemma. Ambidexterity, that is, managing this apparent dilemma, can be difficult as a result of many constraints. One of these constraints is that of mutually exclusive network structures. Consequently, ambidexterity is the ability to change networks, depending on need using mixed data on four small companies formed as part of an undergraduate management class, I hypothesize how specific network properties of the advice-seeking relationship, including density, cohesion, centralization, and embeddedness, affect two outcomes. Specifically, early exploratory learning is proposed to be positively affected by less-dense networks that maintain cohesion without centralization and do not have relations embedded in other relations. In contrast, later exploitative learning should be associated with denser networks that also have higher cohesion, higher centralization, and greater embeddedness. The results provide some support for these hypotheses and suggest further research in two areas that will benefit SMEs. One, how do early networks affect learning mode? Two, how does the ability to rewire networks provide the relational infrastructure to shift from exploration to exploitation – that is, to be ambidextrous in the face of the exploration–exploitation tradeoff?

Informal learning networks are critical to response to calls for practitioners to reskill and upskill in off-site construction projects. With the transition to the coronavirus disease 2019 (COVID-19) pandemic, social media-enabled online knowledge communities play an increasingly important role in acquiring and disseminating off-site construction knowledge. Proximity has been identified as a key factor in facilitating interactive learning, yet which type of proximity is effective in promoting online and offline knowledge exchange remains unclear. This study takes a relational view to explore the proximity-related antecedents of online and offline learning networks in off-site construction projects, while also examining the subtle differences in the networks' structural patterns.

Five types of proximity (physical, organizational, social, cognitive and personal) between projects members are conceptualized in the theoretical model. Drawing on social foci theory and homophily theory, the research hypotheses are proposed. To test these hypotheses, empirical case studies were conducted on two off-site construction projects during the COVID-19 pandemic. Valid relational data provided by 99 and 145 project members were collected using semi-structured interviews and sociometric questionnaires. Subsequently, multivariate exponential random graph models were developed.

The results show a discrepancy arise in the structural patterns between online and offline learning networks. Offline learning is found to be more strongly influenced by proximity factors than online learning. Specifically, physical, organizational and social proximity are found to be significant predictors of offline knowledge exchange. Cognitive proximity has a negative relationship with offline knowledge exchange but is positively related to online knowledge exchange. Regarding personal proximity, the study found that the homophily effect of hierarchical status merely emerges in offline learning networks. Online knowledge communities amplify the receiver effect of tenure. Furthermore, there appears to be a complementary relationship between online and offline learning networks.

Proximity offers a novel relational perspective for understanding the formation of knowledge exchange connections. This study enriches the literature on informal learning within project teams by revealing how different types of proximity shape learning networks across different channels in off-site construction projects.

The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing.

The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each.

Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration.

Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established.

People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.

In both literature and policy documents, small and medium‐size enterprises (SMEs) are being advised to form networks as a route for acquiring the knowledge required to survive in rapidly changing and/or highly competitive markets. There is, however, only limited anecdotal evidence of the positive contribution that networks are a way of upgrading organisational learning and thereby enhancing the performance of small firms. Additionally, there appears to be minimal guidance available on how small firms might exploit networks as a route for improving their capabilities to acquire and utilise knowledge to enhance future performance. To acquire additional empirical data on these issues, a survey was undertaken to examine the learning style of small UK manufacturing firms participating in some form of cooperative relationship with other members of their market supply chain. Learning style in the survey was measured by seeking response to a scale which permits assessment of the degree to which the respondent firm is exhibiting a single‐ versus double‐loop learning style. A survey of small firms advisers to gain their view of the organisational competency was measured using a scale that identifies those areas of capability that have significant impact on the performance of small firms. Results indicate that firms involved in networks tend to adopt a double‐loop (or higher‐order) learning style, whereas non‐network firms mainly appear to be autonomous single‐loop learners. When compared with non‐network firms, respondent organisations who participate in networks tend to have a better developed, more formalised knowledge management system. Furthermore, small firm advisers perceive that the creation of a formalised knowledge management system is reflected by such firms exhibiting a higher level of organisational competence across some of the areas of marketing, HRM and information management. The implications of these findings are discussed in relation to how small firms might be assisted in becoming involved in learning networks as a path for improving their knowledge management capabilities. Some qualitative, illustrative examples of small business learning networks are provided. Additionally, proposals are presented on the need for further research.

Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

There is currently a focus on using networks to drive school and school system improvement. To achieve such benefits, however, requires school leaders actively support the mobilisation of networked-driven innovations. One promising yet under-researched approach to mobilisation is enabling distributed leadership to flourish. To provide further insight in this area, this paper explores how the leaders involved in one professional learning network (the Hampshire Research Learning Network) employed a distributed approach to mobilise networked learning activity in order to build professional capital.

A mixed methods approach was used to develop a case study of the Hampshire RLN . Fieldwork commenced with in-depth semi-structured interviews with all school leaders of schools participating in the network and other key participating teachers (12 interviews in total). A bespoke social network survey was then administered to schools (41 responses). The purpose of the survey was to explore types of RLN-related interaction undertaken by teachers and how teachers were using the innovations emerging from the RLN within their practice.

Data indicate that models of distributed leadership that actively involves staff in decisions about what innovations to adopt and how to adopt them are more successful in ensuring teachers across networks: (1) engage with innovations; (2) explore how new practices can be used to improve teaching and learning and (3) continue to use/refine practices in an ongoing way.

Correspondingly we argue these findings point to a promising approach to system improvement and add valuable insight to a relatively understudied area.

This is paper is concerned with the learning outcomes associated with connectivity through online networks, open online exchange and wider changes associated with contemporary information practices. The theme of connectivity is used here to capture both the detailed specificity of relations that define networks of learners and the ambient effect of wide accessibility to resources and people through open, online forums.

The paper follows the idea of a network from the ground up, outlining the social network perspective as a way to consider the foundational bases of learning and networks, as well as the effect of ambient influence. The paper addresses the ways learning may be viewed as a social network relation, an interpersonal relationship and an outcome of interaction and connectivity, and how network connectivity can be used as input for design for learning.

The paper presents a range of perspectives and studies that view learning from a social network and connectivity perspective, emphasizing both the person-to-person connectivity of a learning tie and the impact of contemporary data and information sharing through the dynamics of open contributory practice.

The outcome of connectivity in the service of learning is bound up with digital information practices, including individual practices of search, retrieval, participation, knowledge dissemination, knowledge construction and more. This paper provides a network perspective on learning relations that accommodates analysis in online and offline environments, but incorporates attention to the open, online retrieval and contributory practices that now influence learning practices and which may support design of new learning environments.

This paper offers insight into the way social networks and connectivity combine to show network relations, relationships, outcomes and design input at the actor, network and societal levels.