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Open Access
Article
Publication date: 19 December 2023

Karin Högberg and Sara Willermark

This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

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Abstract

Purpose

This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

Design/methodology/approach

A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.

Findings

The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.

Research limitations/implications

The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.

Practical implications

Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.

Originality/value

Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.

Details

Journal of Workplace Learning, vol. 36 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 29 September 2022

Sara Willermark and Anna Sigridur Islind

This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school…

2010

Abstract

Purpose

This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.

Design/methodology/approach

The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.

Findings

The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.

Originality/value

The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 14 July 2023

Sara Willermark, Karin Högberg and Pernilla Nilsson

In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the…

Abstract

Purpose

In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.

Design/methodology/approach

The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.

Findings

The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization.

Originality/value

The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation.

Details

International Journal of Workplace Health Management, vol. 16 no. 4
Type: Research Article
ISSN: 1753-8351

Keywords

Open Access
Article
Publication date: 14 September 2022

Sandra Carlsson, Karin K Flensner, Lars Svensson and Sara Willermark

Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research…

1128

Abstract

Purpose

Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?

Design/methodology/approach

The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

Findings

Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

Originality/value

Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.

Details

The International Journal of Information and Learning Technology, vol. 40 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

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