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Book part
Publication date: 4 August 2014

Jordi Comas

Networks and learning matter to small- and medium-sized enterprises (SMEs). Networks and learning are also further elaborations on the exploration–exploitation (EE) dilemma…

Abstract

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?

Details

Exploration and Exploitation in Early Stage Ventures and SMEs
Type: Book
ISBN: 978-1-78350-655-2

Keywords

Book part
Publication date: 16 January 2023

David Coghlan and Paul Coughlan

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a…

Abstract

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.

Book part
Publication date: 26 May 2020

Catherine McGregor, Judy Halbert and Linda Kaser

Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a…

Abstract

Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.

Details

Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities
Type: Book
ISBN: 978-1-78769-894-9

Keywords

Book part
Publication date: 20 August 2016

Paul Coughlan, David Coghlan, Denise O’Leary, Clare Rigg and Doireann Barrett

The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as…

Abstract

Purpose

The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as one way of contributing to the economic sustainability of the ventures, the social sustainability of the food’s regional character and the environmental sustainability of food production through the use of traditional methods.

Methodology/approach

The chapter describes TRADEIT before moving on to an exploration of learning in organizations and networks. It outlines the action learning research methodology developed and implemented to explore the development of a learning network in TRADEIT. A single case history is presented to illustrate the engagement of a small food producer in the network.

Findings

The discussion reflects on the application of action learning in supporting sustainability evident in TRADEIT.

Originality/value

The chapter focuses on the application of action learning in the development of a learning network among traditional food producers across Europe.

Details

Organizing Supply Chain Processes for Sustainable Innovation in the Agri-Food Industry
Type: Book
ISBN: 978-1-78635-488-4

Keywords

Book part
Publication date: 26 October 2021

Denise Bedford and Thomas W. Sanchez

This chapter focuses on learning networks. The authors describe the six facets of knowledge networks for learning contexts. The importance of three facets is called out, including…

Abstract

Chapter Summary

This chapter focuses on learning networks. The authors describe the six facets of knowledge networks for learning contexts. The importance of three facets is called out, including geography, topology, and nodes. The authors provide four networks, including pedagogy networks – that is, teachers, certification and professional learning networks, school networks, and informal and collaborative learning networks.

Details

Knowledge Networks
Type: Book
ISBN: 978-1-83982-949-9

Book part
Publication date: 24 August 2011

Breda Kenny and John Fahy

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network

Abstract

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.

Details

Interfirm Networks: Theory, Strategy, and Behavior
Type: Book
ISBN: 978-1-78052-024-7

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning

Abstract

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Article
Publication date: 9 March 2015

Katri Kallio and Inka Lappalainen

The purpose of this paper is to examine how collaborative service development in a public-private citizen innovation network can be approached as an organizational learning

1939

Abstract

Purpose

The purpose of this paper is to examine how collaborative service development in a public-private citizen innovation network can be approached as an organizational learning process. Although the importance of learning in networks has been highlighted in earlier studies, the actual processes and outcomes have remained less studied, especially in the public service context.

Design/methodology/approach

The approach taken is based on the theory of expansive learning. The empirical data were gathered in a qualitative case study that focused on a public service organization developing new activities for unemployed youth. The network around this focal organization consisted of citizens as end-users, private employers and a facilitating consultancy company.

Findings

The findings illustrate how and what was learned in the complex network setting and how this learning created potential for collaborative service development in the future. Importantly, the public service organization started to perceive itself as an active agent enhancing collaboration.

Research limitations/implications

The study revealed important interfaces between service development, organizational learning, and innovation activities in networks. This observation is in line with the service-dominant logic, particularly with its focus on actor-to-actor relationships in value co-creation.

Practical implications

The importance of facilitation – particularly for the emergence of the agency of the focal organization – should be taken into account in the development of networked service innovations.

Originality/value

This study illustrates how expansive learning theory may contribute on deepening understanding of the practical collaboration processes, as well as conceptual aims and outcomes of networked service innovations.

Details

Journal of Service Theory and Practice, vol. 25 no. 2
Type: Research Article
ISSN: 2055-6225

Keywords

Article
Publication date: 12 January 2010

Klaus‐Peter Schulz and Silke Geithner

The purpose of this paper is to discuss how communication and cooperation in inter‐organizational networks may bring about organizational learning. A case study of 13…

1397

Abstract

Purpose

The purpose of this paper is to discuss how communication and cooperation in inter‐organizational networks may bring about organizational learning. A case study of 13 inter‐organizational school networks in Germany is carried out for this purpose.

Design/methodology/approach

Results of a quantitative survey assessing the performance of the 13 networks are presented. A subsequent qualitative survey of two highly innovative networks takes into account the learning effects in school practice. The analysis is predicated on an activity theoretic view on learning and development.

Findings

Two levels of consideration are distinguished: the learning platform where representatives of the schools regularly meet and the operational work at the schools. The perception of how the representatives in the network learned how the colleagues at the schools who are not directly involved learned and how the school as a whole learned is appreciated differently. Outcomes vary from “exchange of new ideas” to “implementation of school development.”

Research limitations/implications

The paper is based on empirical research carried out at one point in time. A longitudinal study of inter‐organizational network performance could shed more light on the dynamic validity of the model.

Practical implications

Understanding networks allow to appreciate their outcomes. The outcomes of this paper provide guides on how to design more effective learning networks.

Originality/value

The conceptual model distinguishes between two network levels, its interrelated learning effects and the different stages of learning and development. Learning networks can be assessed due to the learning categories, and success factors can be identified.

Details

The Learning Organization, vol. 17 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 24 December 2020

Pierre Tulowitzki

This article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions…

Abstract

Purpose

This article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified?

Design/methodology/approach

The networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.

Findings

Blending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence.

Originality/value

The findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange.

Details

Journal of Professional Capital and Community, vol. 6 no. 2
Type: Research Article
ISSN: 2056-9548

Keywords

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