Although it is currently common to speak of organizational learning, this notion is still surrounded by conceptual confusion. It is unclear how notions like learning, knowledge and cognitive activities can be applied to organizations. Some authors have tried to unravel the conceptual and ontological problems by giving an account of the role of individuals in organizational learning. However, this has not yet led to an agreed upon analysis. In this article an attempt is made to develop a social account of organizational learning based upon structuration theory. This results in a comprehensive account of the relationship between individual and organizational learning and an analysis of organizational learning. This analysis needs not to be interpreted as a metaphor nor falls prey to the fallacies of reification and antropomorphization.
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