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 explain the emergent nature of leadership in a university‐based learning network of mature‐aged practitioner‐scholars.

The paper draws on previously published work, interviews, and current research.

The paper finds that once initial structures have been established, the leadership role falls to different members depending on the needs of the group. Intellectual leadership becomes important in this setting.

The study is drawn from a single case although supported by research done in a similar group in the UK. Research indicates that cohorts and support networks increase success rates in PhD completions. This paper outlines one example of the structures and processes of a successful one.

There is significant leverage for universities in developing the network structures and process, beyond the simple supervisor/student relationship that support doctoral students. It focuses on the contribution a learning network can make to mature‐aged part‐time students.

This paper develops the current literature on supervision of doctoral students.

This paper investigates how manufacturers can develop a learning-to-learn capability for enabling Industry 4.0 adoption.

This research design is guided by our research question: How can manufacturers develop a learning-to-learn capability that enables Industry 4.0 adoption? The authors adopt action research to generate actionable knowledge from a two-year-long action learning intervention at the Danish rooftop window manufacturer VELUX.

Drawing on emergent insights from the action learning intervention, it was found that a learning-to-learn capability based on lean was a core construct and enabler for manufacturers to adopt Industry 4.0 successfully. Institutionalizing an organizational learning scaffold encompassing the intertwined learning processes of systems Alpha, Beta and Gamma served as a significant way to develop a learning-to-learn capability for Industry 4.0 adoption (systematic problem-solving abilities, leaders as learning facilitators, presence of a supportive learning environment and Industry 4.0 knowledge). Moreover, group coaching is a practical action learning intervention for invoking system Gamma and developing leaders to become learning facilitators – an essential leadership role during Industry 4.0 adoption.

The study contributes to theory and practice by adopting action research and action learning to explore learning-to-learn as a core construct for enabling Industry 4.0 adoption and providing a set of conditions for developing a learning-to-learn capability. Furthermore, the study reveals that leaders are required to act as learning facilitators instead of relying on learning about and implementing Industry 4.0 best practices for enabling adoption.

This chapter argues that one of the fundamental challenges of the global character of strategy research is the growing need to foster collaborations between academic and business practitioners that can help build a better understanding of the practice of strategy and through these means deliver greater impact. This challenge strengthens existing calls for strategy research to refocus on understanding the practice of strategy with an attentiveness to micro-dynamics of strategizing, and requires us to expand the ways in which research practice is performed. Whilst this can apparently be achieved through better dialogue, building trusting relationships and valuing the contribution each party can make due to their differences, it in fact requires a questioning of our research assumptions and practice.

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.

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.

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

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

This paper investigates developing a learning-to-learn capability as a critical success factor for sustainable lean transformation.

This research design is guided by our research question: how can suppliers learn to learn as part of a buyer-led collaborative lean transformation? The authors adopt action learning research to generate actionable knowledge from a lean supplier development initiative over a three-year period.

Drawing on emergent insights from the initiative, the authors find that developing a learning-to-learn capability is a core and critical success factor for lean transformation. The authors also find that network action learning has a significant enabling role in buyer-led collaborative lean transformations.

The authors contribute to lean theory and practice by making the distinction between learning about and implementing lean best practices and adopting a learning-to-learn perspective to build organisational capabilities, consistent with lean thinking and practice. Further, the authors contribute to methodology, adopting action learning research to explore learning-to-learn as a critical success factor for sustainable lean transformation.

Increasingly, competition is moving from inter-company rivalry to that between supply chains and networks. In the field of manufacturing, such collaboration between companies may develop into an Extended Manufacturing Enterprise (EME), a chain or network comprising all the relevant functions of the partners. EME competitiveness depends on how effective the partner companies are as innovative and knowledge creative players within dynamic, complex integrated networks. The CO-IMPROVE project explores this premise, focusing in particular, on the learning required to enhance collaborative improvement of the performance of EMEs and among researchers. The CO-IMPROVE project was undertaken in Europe through a collaborative research approach where the researchers were both managing the project and studying it at the same time. The company networks were comprised of the managers from the system integrators and their suppliers, while the researcher network was comprised of academic researchers and the system integrator managers working in outsider-insider researcher teams. This chapter identifies emergent challenges in collaboration in both settings and explores implications for such collaboration.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.

Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.

The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.

The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.

This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.

SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.

The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.

The experience of successful firms has proven that one of the most important ways to promote co-learning and create successful networked innovations is the proper application of inter-organizational knowledge mechanisms. This study aims to use a resource-action-performance framework to open the black box on the relationship between networking capability and innovation performance. The research population embraces companies in the Iranian automotive industry.

Due to the latent nature of the variables studied, the required data are collected through a web-based cross-sectional survey. First, the content validity of the measurement tool is evaluated by experts. Then, a pre-test is conducted to assess the reliability of the measurement tool. All data are gathered by the Iranian Vehicle Manufacturers Association (IVMA) and Iranian Auto Parts Manufacturers Association (IAPMA) samples. The power analysis method and G*Power software are used to determine the sample size. Moreover, SmartPLS 3 and IBM SPSS 25 software are used for data analysis of the conceptual model and relating hypotheses.

The results of this study indicated that the relationships between networking capability, inter-organizational knowledge mechanisms and inter-organizational learning result in a self-reinforcing loop, with a marked impact on firm innovation performance.

Since there is little understanding of the interdependencies of networking capability, inter-organizational knowledge mechanisms, co-learning and their effect on firm innovation performance, most previous research studies have focused on only one or two of the above-mentioned variables. Thus, their cumulative effect has not examined yet. Looking at inter-organizational relationships from a network perspective and knowledge-based view (KBV), and to consider the simultaneous effect of knowledge mechanisms and learning as intermediary actions alongside, to consider the performance effect of the capability-building process, are the main advantages of this research.