Abstract
| Original language | English |
|---|---|
| Title of host publication | Conference of the European Association for Practitioner Research on Improving Learning in Education and Professional Practice |
| Place of Publication | Trier |
| Publisher | EAPRIL |
| Pages | 1-17 |
| Publication status | Published - 2009 |
| Event | conference; Conference of the European Association for Practitioners Research on Improving Learning in Education and Professional Practice; 2009-11-18; 2009-11-20 - Duration: 18 Nov 2009 → 20 Nov 2009 |
Conference
| Conference | conference; Conference of the European Association for Practitioners Research on Improving Learning in Education and Professional Practice; 2009-11-18; 2009-11-20 |
|---|---|
| Period | 18/11/09 → 20/11/09 |
| Other | Conference of the European Association for Practitioners Research on Improving Learning in Education and Professional Practice |
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Views upon knowledge and its implications for studying learning in organizational networks. / Cornelissen, L.J.F.; Jong, de, T.; Kessels, J.W.M.
Conference of the European Association for Practitioner Research on Improving Learning in Education and Professional Practice. Trier : EAPRIL, 2009. p. 1-17.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review
TY - GEN
T1 - Views upon knowledge and its implications for studying learning in organizational networks
AU - Cornelissen, L.J.F.
AU - Jong, de, T.
AU - Kessels, J.W.M.
PY - 2009
Y1 - 2009
N2 - Academic research activities within organizational studies are increasingly focusing on studying networks in order to understand processes of knowledge and learning that lead to professional knowledge development in and between organizations. In the last decade infrastructures within organizations that enable learning are regarded as learning communities in which the emphasis is put on social processes of learning and the situated context in which it takes place. Those enabling infrastructures are often conceptualized as networks through which knowledge development; knowledge transfer and change take place (Capra, 2002; Cross, Parker, Prusak, & Borgatti, 2001; Jackson & Temperly, 2006). When studying these networks a direct relation is made to the construct of knowledge. In studies of organizational development and human resource development very different paradigms, definitions and categories of knowledge are operationalized. Different viewpoints of knowledge, often originating from various backgrounds, are used to study knowledge processes and learning inorganizational networks. This article provides an overview of relevant literature dealing with a variety of concepts of knowledge. Based on this overview we argue that for successful studying knowledge processes and learning in organizational networks a synthesis of different theories is necessary: a perspective in which knowledge is described as being inherently connected to the network in which it is created and fostered.
AB - Academic research activities within organizational studies are increasingly focusing on studying networks in order to understand processes of knowledge and learning that lead to professional knowledge development in and between organizations. In the last decade infrastructures within organizations that enable learning are regarded as learning communities in which the emphasis is put on social processes of learning and the situated context in which it takes place. Those enabling infrastructures are often conceptualized as networks through which knowledge development; knowledge transfer and change take place (Capra, 2002; Cross, Parker, Prusak, & Borgatti, 2001; Jackson & Temperly, 2006). When studying these networks a direct relation is made to the construct of knowledge. In studies of organizational development and human resource development very different paradigms, definitions and categories of knowledge are operationalized. Different viewpoints of knowledge, often originating from various backgrounds, are used to study knowledge processes and learning inorganizational networks. This article provides an overview of relevant literature dealing with a variety of concepts of knowledge. Based on this overview we argue that for successful studying knowledge processes and learning in organizational networks a synthesis of different theories is necessary: a perspective in which knowledge is described as being inherently connected to the network in which it is created and fostered.
M3 - Conference contribution
SP - 1
EP - 17
BT - Conference of the European Association for Practitioner Research on Improving Learning in Education and Professional Practice
PB - EAPRIL
CY - Trier
ER -