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  • 1.
    Florén, Henrik
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Collaborative approaches to management learning in small firms2003In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 15, no 5, p. 203-216Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to describe how learning in collaborative approaches – in this paper labeled “collaborative approaches to management learning” (CAML) – can support the learning situation of small firm owner-managers. Drawing on a socio-cognitive learning framework, the context of the small firm and its consequences for management learning are framed and discussed. Drawing on four episodes of management learning in CAML, it is suggested that CAML establishes a new context in which old truths can be questioned and new insights can be created. In CAML the owner-managers are offered a position on the periphery of practice of the other managers and other network visitors, where trust among the network participants provides the foundation for admitting and openly facing lack of knowledge on different issues, something that is prohibited within their enterprises, due to the lack of peers and expected omniscience of the owner-manager.

  • 2.
    Holmquist, Mats
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Regional Learning and Governance (RELL).
    Interactive research and joint learning for practical contributions2009In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 21, no 3, p. 240-251Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine whether universities can find ways to make more practical contributions through collaboration, collective reflection and joint learning. Design/methodology/approach – The approach takes the form of action research and cooperation in three different development networks in Sweden. Data are analyzed by theories on science in society, organizational learning, dialogue and reflection. Findings – Results show that the participants in the networks reduced their insecurity and increased their competence to handle change. The dialogue, exchange of experiences and systematic reflections gave ideas, knowledge and contacts that supported them in their work life and inspired them to take development action. Research limitations/implications – Researchers can contribute to the development process by acting as facilitators and using interactive methods for joint learning. Coming from different cultures and aiming to collaborate under equal and democratic conditions, all involved actors must have an attitude that is humble and free of an assumed prestige. Practical implications – External development networks with university participation can be a useful tool for internal development. Originality/value – Interactive research is a possible way for universities to make practical contributions at work. All academics who work with applied research should consider this approach.

  • 3.
    Karlsson, Jan
    et al.
    Department of Education, Lund University, Lund, Sweden.
    Anderberg, Elsie
    Department of Education, Lund University, Lund, Sweden.
    Booth, Shirley
    University of the Witwatersrand, School of Education, Johannesburg, South Africa.
    Odenrick, Per
    Department of Design Sciences, Lund University, Lund, Sweden.
    Christmansson, Marita
    Chalmers University of Technology, Göteborg, Sweden.
    Reaching beyond disciplines through collaboration: Academics' learning in a national multidisciplinary research programme2008In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 20, no 2, p. 98-113Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.

    Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.

    Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.

    Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.

    Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.

  • 4.
    Tell, Joakim
    et al.
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL). Chalmers University of Technology, Gothenburg, Sweden.
    Halila, Fawzi
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL). Chalmers University of Technology, Gothenburg, Sweden.
    A learning network as a development method – an example of small enterprises and a university working together2001In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 13, no 1, p. 14-23Article in journal (Refereed)
    Abstract [en]

    Describes how the network concept could be used as a development method and to overcome some of the barriers for small- and medium-sized enterprises (SMEs) to initiate and work with sustainable development questions. The study has been done in close co-operation with managers and employees from small enterprises, where the ISO 14001 work has been initiated and supported through the network, using each other and the network as an arena for joint reflection, support, and as a resource pool. The result from this study indicates that a university-driven learning network makes a difference in the development work of SMEs – as a source for inspiration, in initiating and working with development projects, for reflection, and as a sounding board, and through its effectiveness in acting as a large organisation.

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