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  • 1001.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Achieving organizational independence of employees’ knowledge using knowledge management, organizational learning, and the learning organization2009Ingår i: Handbook of research on knowledge-intensive organizations / [ed] Dariusz Jemielniak & Jerzy Kociatkiewicz, Hershey, PA: IGI Global, 2009, s. 229-242Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    The ambition of this chapter is to pay some attention to more obvious, as well as more subtle, methods for organizations to become independent of the individual’s subjective knowledge, from the employees’ point of view. Terms such as ’knowledge sharing’, ’knowledge transfer’, and ’learning for all’ are almost always seen as being positive for both employers and employees. However, this chapter will critically examines those terms. Three popular management ideas relating to knowledge and/or learning have been analysed from a ’knowledge control’ perspective: knowledge management, organizational learning, and the learning organization. The main conclusion of this conceptual and elaborating chapter is that the more current and less academic ideas of the learning organization and knowledge management contain the same tools as the idea of ’old’ organizational learning as regards gaining control over knowledge, but that these two ideas additionally contain other knowledge control measures, which are more refined, in the sense that they are less obvious as knowledge control measures. The idea of ’new’ organizational learning, however, is less suited to knowledge control, since it implies that knowledge is not storable. In other words, the chapter’s contribution is an analysis of some of the most popular management ideas that deal with knowledge and/or learning relating to the organizational/employer independence of subjective knowledge, from the employees’ point of view, something which is rarely seen. © 2009, IGI Global.

  • 1002.
    Örtenblad, Anders
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Are the right persons involved in the creation of the learning organization?2005Ingår i: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 16, nr 2, s. 281-284Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A conventional explanation of the short notice that many management ideas get is that they are only fashions. This article presents a complementary explanation. Based on Jung's personality types and my own experiences, I suggest that mostly only people with a certain type of personality become interested in ideas such as the learning organization. I further argue that all four of Jung's personality types must join in the sculpting of learning organizations if organizations are to succeed in becoming such organizations and continue being it, and, accordingly, if the idea is to survive in the long run.

  • 1003.
    Örtenblad, Anders
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Educating everyone in humanities for both post-bureaucracy and bureaucracy: a response to John Hendry2006Ingår i: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 37, nr 3, s. 291-294Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.

  • 1004.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Guest editorial for special section: Are organizations able to learn?2009Ingår i: Learning Inquiry, ISSN 1558-2973, Vol. 3, nr 1, s. 21-23Artikel i tidskrift (Refereegranskat)
  • 1005.
    Örtenblad, Anders
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Of course organizations can learn!2005Ingår i: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 12, nr 2, s. 213-218Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is a comment for all those writers who claim that organizations cannot learn. The author consistently rejects this notion. Rather the author contends that organizations can learn, in at least two different ways. The author reviews some of the common arguments against organizational learning, and tries to answer the opponents. The main argument against the critics is that they are too busy to look for evidence that organizations are not like individuals and that organizations therefore cannot learn. Instead, the author argues that it is a question of level of analysis. The author also suggests that theories as well as knowledge in general are metaphoric, implying that organizations as such of course are able to learn. The organizational learning perspectives can, of course, be used by employers and managers in order to avoid efforts that help the individuals to learn. But they can also be appropriate perspectives of learning that help in avoiding large investments on organizational learning efforts that might be unnecessary.

  • 1006.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    On differences between organizational learning and learning organization2001Ingår i: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 8, nr 3, s. 125-133Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This conceptual paper looks at and discusses differences between the concepts of organizational learning and (the) learning organization. Since there still seems to be confusion regarding the meaning of the two concepts, aims to clarify the two main existing distinctions, that organizational learning is existing processes while learning organization is an ideal form of organization. Also distinguishes between a traditional and a social perspective of organizational learning, which the existing distinctions have not ‚ at least not explicitly. Thus, distinctions are made between three concepts. In addition to the improvement of the existing distinctions, suggests two complementary ones ‚ entities of learning and knowledge location. These two distinctions might make it easier to distinguish also between the two perspectives of organizational learning.

  • 1007.
    Örtenblad, Anders
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Organizational learning: a radical perspective2002Ingår i: International journal of management reviews (Print), ISSN 1460-8545, E-ISSN 1468-2370, Vol. 4, nr 1, s. 87-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reviews the organizational learning literature. For many years, organizational learning theory has been based on a functionalistic paradigm, but an interpretive paradigm now seems to be attaining dominance. However, neither of these perspectives of organizational learning is truly radical in the sense of challenging conditions of power and control in organizations. There are some critical texts on organizational learning (and the learning organization), but they go no further than criticism. Therefore, this paper tries to illustrate what we can call a radical perspective of organizational learning, based on themes in the critical works. The radical perspective of organizational learning implies an organization where the individuals learn as free actors. However, there are norms or rules to guarantee freedom. The learning space in the organization guarantees the occurrence of different opinions, and allows everyone to reflect upon their actions and learning. Working time and employee commitment are restricted so that work does not interfere too much with other undertakings. All employees are guaranteed permanent appointments. Finally, in the radical perspective of organizational learning, organizations die to make place for others when their missions are accomplished. After presenting the radical perspective of organizational learning, I outline some questions for future research and indicate the necessity of further development of such a perspective.

  • 1008.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Senge’s many faces: problem or opportunity?2007Ingår i: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 14, nr 2, s. 108-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose - The purpose of this paper is to discuss both possibilities and problems with Senge’s (1990) many faces in The Fifth Discipline, i.e. the fact that different authors refer to different excerpts from his book as his version of the learning organization. Design/methodology/approach - The paper shows that the authors’ understandings of Senge, in which a literature review resulted, are seen in the light of theories of travelling of management ideas, particularly the "translation model". Findings - The paper finds that both possibilities and problems with Senge’s many faces were found. A fatal problem is that the many faces jeopardize the confidence in the concept and eventually its existence. But the strong connections to Senge’s book, that the authors have, reduces the problems, and Senge’s many faces might not cause that much trouble after all. Research limitations/implications - The paper shows that anyone who wishes to can, for different reasons, refer to Senge, and his version of the learning organization, and thereby gain legitimacy. One does not have to be very accurate; as it seems, almost anything goes. Practical implications - In the paper the "translation model" is divided into two sub-models, which probably will sharpen future translation research. Originality/value - The paper is a study in which it is shown how authors understand other authors. This is an example that is rarely seen. Both possibilities and problems are discussed with vagueness to Senge’s many faces. This is not very common. A special case of the translation model is developed (the "smorgasbord model"), better suited to deal with the type of idea that focuses on copying of excerpts from a specific book than the traditional translation model (the "whispering game model").

  • 1009.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    The learning organization: towards an integrated model2004Ingår i: Learning Organization, ISSN 0969-6474, E-ISSN 1758-7905, Vol. 11, nr 2, s. 129-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents an integrated model of the learning organization. It is based on empirical research of the learning organization literature, as well as on practitioners' understandings of the concept where learning organizations were often described in terms of four distinct individual aspects, no more and no less. This article argues these aspects cannot be treated as separate, and that the four aspects have to be combined in order to create a true learning organization. The four aspects are: learning at work; organizational learning; developing a learning climate; and creating learning structures. The article suggests that only those organizations that have implemented all of the aspects should be called ‚"learning organizations", and those organizations that have implemented only one aspect should be called "partial learning organizations"

  • 1010.
    Örtenblad, Anders
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Toward a contingency model of how to choose the right type of learning organization2004Ingår i: Human Resource Development Quarterly, ISSN 1044-8004, E-ISSN 1532-1096, Vol. 15, nr 3, s. 347-350Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The learning organization is in itself a vague idea, and many argue that the idea must be adapted to each single organization and its particular needs before it can be implemented. There is very little guidance, though, on how to adapt the (vague) idea. This forum piece therefore tentatively suggests a contextual model of how to choose the right type of learning organization, among four types. It also suggests some areas where research is needed in order to develop the model further.

  • 1011.
    Örtenblad, Anders
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Vague and Attractive: Five Explanations of the Use of Ambiguous Management Ideas2005Ingår i: Philosophy of Management, ISSN 1740-3812, E-ISSN 2052-9597, Vol. 5, nr 1, s. 45-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reviews the literature on the diffusion and popularity of vague management ideas. Is it the vagueness in itself that makes them so popular, or are there other explanations? Five possible explanations for the attraction of ambiguous management ideas are suggested: (i) concretising; (ii) symbolic legitimisation; (iii) seduction; (iv) unknown use; and (v) challenge. Some of the explanations are explicitly suggested in the literature, whereas others are explanations offered by the present author on the basis of a review of the literature. The five explanations are categorised according to the level of consciousness of the use of vague ideas among the users, and according to whether the ideas are implemented in actual practice or used only in talk. The present paper also discusses what management researchers could do to help those who use vague management ideas. © 2005, Springer International Publishing AG.

  • 1012.
    Örtenblad, Anders
    et al.
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL).
    Ulvenblad, Pia
    Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL), Knowledge Entrepreneurship and Enterprise Research (KEEN).
    A Little About a Lot: On Scientific Reports and Reference Techniques2012 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 1013.
    Österberg, Ellen
    et al.
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL), Sustainability, Innovation and Management in Building (SIMB).
    Vilén, Anna
    Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, Centrum för innovations-, entreprenörskaps- och lärandeforskning (CIEL), Sustainability, Innovation and Management in Building (SIMB).
    Utökad sätesjustering av “The Armadillo“2018Självständigt arbete på grundnivå (högskoleexamen), 180 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This report describes a solution to an adjustment problem found on “The Armadillo”. This product can be described as a bicycle, but with four wheels instead of two, and has a somewhat more complex construction than an electric bicycle. In today’s construction there are difficulties in using the bike if the driver is not within the range of 170-190 cm tall, which obviously limits the user of the product. The main user are those who work with the product. The task of the project was therefore to find a solution to this problem, with free hands without major limitations. This has been done in cooperation the company that owns the product, Velove, where a couple of visits have been made to study the design further, as well as examine the possibilities and limitations that exist. Methods such as Fredy Olsson with small modification have been used, this has simplified the work as a clear structure has been obtained on approaches. The project group has used different ideas to generating and evaluating product ideas, including where we included other students for inspiration, in order to reach a promising concept within the group. Two ready-made digital prototype concepts have been developed in Catia V5, where one of them has advanced into a physical prototype in plastic material. The construction allows a longer span and allows more drivers to use today’s Armadillo. The solution is another smaller rail that goes over the today’s existing rail witch makes it possible to further adjust the length span for the driver. The construction is a superstructure on the existing Armadillo and does not require a reconstruction of the bike.

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