This paper takes a close look at a central aspect of the work of Peter Senge,1 namely his advocacy of the learning organisation and the ‘Communities of Commitment’ that he suggests are its central dynamic. Echoing strands of the liberal-communitarian debate, Senge argues for ‘the primacy of the whole’ and ‘the community nature of the self ’ as two of the three Galilean shifts2 which have the potential to enable business to accomplish fundamental changes in our ways of (...) thinking and being which have thus far eluded other agencies of social and political transformation. My concern is that Senge is not at all clear about the relationship between organisation and community, or, indeed, what community actually is. Arguing that his account is disappointingly partial and damagingly flawed, I then suggest a number of sites for future philosophical work for those who wish to develop an emancipatory notion of community. I end by advocating the work of John Macmurray as a major source of philosophical insight and human wisdom, both with regard to community and the development of a person-centred philosophy of work. A second paper will explore some of this ideas on these matters more fully.. (shrink)

In the present scenario of globalisation, knowledge has become the prime factor of production for competitive advantage. This calls for acquisition and utilisation of knowledge for innovation and technical change on a constant basis, which is only possible in a ‘learning organisation’. Innovative activities of a learning organisation are influenced by three main factors: (1) internal learning; (2) external learning; and (3) the innovation strategies decided upon by the enterprise management. An assumption has been (...) made that, particularly in developing countries, absorption and adaptation of technologies, i.e. indigenisation, take place through a process of ‘learning by doing’. Taking this into consideration, this paper focuses on a few case studies carried out at NISTADS, New Delhi, India, on small enterprises in the formal as well as traditional sectors, highlighting the learning process in an organisational context and how it brings in innovation and technological change at enterprise level. The study demonstrates that the learning environment in an organisational context is an indispensable process to be innovative and building up capabilities for technological change. This in turn also calls for strong networking of the enterprises with academia, R&D institutions and other enterprises, to create knowledge clusters. This builds up a strong case for a network approach of learning organisations not only at the regional level but also at the cross-cultural level for constant innovation and technical change. (shrink)

The switch from the Command-and-Control to Learning Organisation paradigm in the area of organisational theory is well understood. It is less well appreciated that learning organisations cannot operate effectively if supported by centralised data processing systems. The paper argues that there is a need for synergy between organisational structures and organisational information systems. Learning must be supported by the so-called new information technology. To obtain desired synergy it is necessary to design organisations and organisational information systems (...) concurrently. (shrink)

The extensive literature on the Learning Organisation proposes that a competitive advantage can be achieved through the systematised generation and application of knowledge. Consequently, much of the debate concerns the processes, routines and organisational features that a firm should adopt to learn more, and faster, than its competitors. Less attention is given to understanding the nature of the knowledge that is created by these Learning Organisations. We hold that the topic is more important than its current weight (...) in the literature because the performance claims of the models proposed critically depend upon the newly acquired knowledge replacing ignorance or knowledge with less utility. In this paper we explore the nature of knowledge that Learning Organisation theory seeks to create by articulating implicit epistemological assumptions found within the literature. We show that the capacities of each epistemology to help an organisation reject falsehood and make greater use of its knowledge are critically undermined by these very routines. The paper concludes by highlighting the importance of a sceptical epistemology and outlines a process that would strengthen doubting behaviour. (shrink)

This book is a selection of papers from a conference which took place at the University of Keele in July 1982. The conference was an extraordinarily enjoyable one, and we would like to take this opportunity of thanking all participants for helping to make it so. The conference was intended to allow scholars working on different aspects of symbolic behaviour to compare findings, to look for common ground, and to identify differences between the various areas. We hope that it was (...) successful in these aims: the assiduous reader may judge for himself. Several themes emerged during the course of the conference. Some of these were: 1. There is a distinction to be made between those symbol systems which attempt, more or less directly, to represent a state of affairs in the world (e. g. language, drawing, map and navigational skill) and those in which the representational function is complemented, if not overshadowed, by properties of the symbol system itself, and the systematic inter-relations that symbols can have to one another (e. g. music, mathematics). The distinction is not absolute, for the nature of all symbolic skills is, in part, a function of the structure of the symbolic system employed. Nonetheless, this distinction helps us to understand some common acquisition difficulties, such as that experienced in mathematics, where mental manipulation of symbols can go awry if a child assumes too close a correspondence between mathematical symbols and the world they represent. 2. (shrink)

Social reporting has become an increasingly important dimension of the corporate social responsibility process. The growing necessity to include the social dimension in reporting practices raises important questions about the nature of social responsibility and its impact on corporate and individual behaviour and performance. The literature has yet to provide a reliable theoretical definition of corporate social responsibility and performance, however. Based on the approach proposed by Simons, we argue that organisational reporting about social responsibility can be viewed as a (...) learning tool in some instances. Under this view the design and implementation of corporate social reporting procedures may lead to individual and organisational dynamic changes that foster organisational performance. Research propositions are then derived from the analysis. (shrink)

Through a consideration of the views of R.G. Collingwood on historical knowledge and conceptual change, this paper addresses organisational issues such as history, culture and memory. It then subjects the idea of ‘learning histories’ to critical scrutiny. It concludes that, because of their potential to become framing mental models, they may be in danger of failing to achieve the purposes for which they are used.

This article presents a critical examination of the process of stakeholder dialogue in the Corporate Social Responsibility (CSR) field. It utilises data from a three-year research project into stakeholder dialogue processes to discuss three central themes: first, what is meant by the term ‘dialogue’, both from a theoretical perspective and from its practical application within CSR; second, the challenges of creating effective dialogue; and third, measuring and assessing the potential outcomes of dialogue. In providing a critical overview of these themes, (...) the article examines the nature of organisational learning through stakeholder engagement and dialogue. It questions the motives behind engagement in dialogue and highlights some of the potential challenges for organisational learning posed by opting for a stakeholder dialogue approach. It argues that organisations engaging in stakeholder dialogue must have a clear understanding of the implications of undertaking a dialogue process and have a long-term perspective regarding the outcomes and learning likely to emerge from it. While stakeholder dialogue may produce significant results, it is argued, many of these may be difficult to quantify on a short-term basis. (shrink)

This article presents a critical examination of the process of stakeholder dialogue in the Corporate Social Responsibility (CSR) field. It utilises data from a three-year research project into stakeholder dialogue processes to discuss three central themes: first, what is meant by the term ‘dialogue’, both from a theoretical perspective and from its practical application within CSR; second, the challenges of creating effective dialogue; and third, measuring and assessing the potential outcomes of dialogue. In providing a critical overview of these themes, (...) the article examines the nature of organisational learning through stakeholder engagement and dialogue. It questions the motives behind engagement in dialogue and highlights some of the potential challenges for organisational learning posed by opting for a stakeholder dialogue approach. It argues that organisations engaging in stakeholder dialogue must have a clear understanding of the implications of undertaking a dialogue process and have a long-term perspective regarding the outcomes and learning likely to emerge from it. While stakeholder dialogue may produce significant results, it is argued, many of these may be difficult to quantify on a short-term basis. (shrink)

Developing World Bioethics, Volume 22, Issue 2, Page 76-85, June 2022.

There is a claim that clinical ethics support services (CESS) improve healthcare quality within healthcare organisations. However, there is lack of strong evidence supporting this claim. Rather, the current focus is on the quality of CESS themselves or on individual learning outcomes. In response, this article proposes a theoretical framework leading to empirical hypotheses that describe the relationship between a specific type of CESS, moral case deliberation and the quality of care at the organisational level. We combine insights from (...) the literature on CESS, organisational learning and quality improvement and argue that moral case deliberation causes healthcare professionals to acquire practical wisdom. At the organisational level, where improving quality is a continuous and collective endeavour, this practical wisdom can be aggregated into morisprudence, which is an ongoing formulation of moral judgements across cases encountered within the organisation. Focusing on the development of morisprudence enables refined scrutinisation of CESS-related quality claims. (shrink)

The purpose of this article is to present an understanding of knowledge and learning in organisations from pragmatist perspectives. Relying on the work of early pragmatists as well as contemporary pragmatists, we introduce a conceptualisation of knowledge as the outcome of inquiry. Knowledge, in this article, is presented as provisional, multi-perspective, both particular and general. Our point of departure here is that the chief value of knowledge is its usefulness in solving problems. Pragmatist views of knowledge are further explicated (...) in our discussion of four pragmatist themes, which we have identified as particularly viable on the basis of Jane Addams’ pragmatist view and the practice of democracy in organised life: 1) Knowledge as transactional in organisations, 2) Reciprocity and learning in organisations, 3) Experience-based knowledge and meaning-making in organisations, and 4) Sustainability as an ongoing, democratic process in organisations. In the pragmatist school of thought we draw upon, a predominant issue is always also the very purpose of knowledge, or what we refer to as ‘usefulness’. Under discussion, we argue that a pragmatist understanding of knowledge and learning in organisations allows us to move beyond the polarisation of cognitive-possession — social-process and instead work from an alternative framework, with a focus on processes of learning and knowledge in organisations that aim at integrative, democratic problem solving. (shrink)

Wisdom is almost always associated with doing the right thing in the right way under right circumstances in order to achieve the common good. In this paper, however, we propose that wisdom is more associated with deciding between better and worse wrongs; a winless situation we define as tragic. We suggest that addressing the tragic question is something that leaders and managers generally avoid when focusing on business decisions and choices. Yet, raising and confronting the tragic question is important for (...) three main reasons. Firstly, it emphasises that wisdom is about recognising that doing the ethically responsible thing can sometimes lead to acting in ways that violate different ethical norms and values. Secondly, it foregrounds the issue of emotional perception in ethical decision-making. We argue that emotions are salient in directing attention to the tragic question and recognising morally ambiguous situations. Thirdly, the tragic question has important consequences for moral learning, accepting moral culpability for wrongdoing and organisational commitment to righting the wrong. We illustrate our arguments by drawing on three mini-cases: Arjuna’s dilemma in the Mahabharata, Gioia’s deliberations about his role in the Ford Pinto fires and the production of the abortion pill by French company Roussel-Uclaf. (shrink)

Drawing on a global sample of microfinance institutions (MFIs), this paper offers insights into the trade-off versus synergy debate of adopting multiple institutional goals in hybrid organisations. Additionally, it unravels which organisation- and country-specific determinants associate with top joint performance using machine-learning techniques. We find that the synergy versus trade-off debate is not dichotomous. Rather, MFIs can be strong both socially and financially but not while charging low interest rates. In our sample, 17% of MFIs serve a low-income (...) clientele in need with a diverse range of services while remaining financially sustainable and ask a close-to-average interest rate. These organisations are larger and more mature as well as financially prudent in that they minimize both financial and credit risk. Moreover, they are located in countries where their services can create larger benefits regarding their underlying goals. (shrink)

In 1968, Jürgen Habermas claimed that, in an advanced technological society, the emancipatory force of knowledge can only be regained by actively recovering the ‘forgotten experience of reflection’. In this article, we argue that, in the contemporary situation, critical reflection requires a deliberative ambiance, a process of mutual learning, a consciously organised process of deliberative and distributed reflection. And this especially applies, we argue, to critical reflection concerning a specific subset of technologies which are actually oriented towards optimising human (...) cognition. In order to create a deliberative ambiance, fostering critical upstream reflection on emerging technologies, we developed the concept of a mutual learning exercise. Building on a number of case studies, we analyse what an MLE involves, both practically and conceptually, focussing on key aspects such as ambiance and expertise, the role of ‘genres of the imagination’ and the profiles of various ‘subcultures of debate’. Ideally, an MLE becomes a contemporary version of the Socratic agora, providing a stage where multiple and sometimes unexpected voices and perspectives mutually challenge each other, in order to strength-en the societal robustness and responsiveness of emerg-ing technologies. (shrink)

Measuring outcomes using quantitative analytic methods is the hallmark of scientific research in healthcare. For clinical ethics support services (CESS), tangible outcome metrics are lacking and literature examining CESS quality is limited to evaluation of single cases or the influence on individual healthcare professional’s perceptions or behaviour. This represents an enormous barrier to implementing and evaluating ethics initiatives to improve quality. In this context, Kok _et al_ propose a theoretical framework for how moral case deliberation (MCD) can drive quality at (...) an organisational-level, termed _morisprudence_ 1. By offering mechanistic insights into how MCD can lead to organisational learning and quality improvement (QI), they provide a roadmap for actionable items to measure quality. As conceptualised, _morisprudence_ follows accumulation of organisational practical wisdom from a repertoire of ‘paradigmatic’ MCDs, aiding identification of patterns of morally important features. Here, there are parallels between healthcare professionals’ clinical judgement, where past experience... (shrink)

Why do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding (...) between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions : Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning.. Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization.. Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur.. In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes.. (shrink)

In the fields of linguistics and psychology the didactic implementation of new knowledge relative to argumentative discourse and its acquisition has led us to develop a didactic sequence focused on the teaching of argumentation in 11–12 year old pupils. This sequence was experimented in six schools in order to assess the effect of these new educational methods on the capacities of pupils to treat the dialogic dimensions of argumentation in the writing of monologues. An analysis of the productions of the (...) puils who had been submitted to the didactic sequence, compared with those of a control group, showed a significant improvement in the capacities of the first group. These improvements concerned aspects such as backing up arguments, acknowledging the addressee, negotiating with an eventual contradictor and using of a certain number of units and linguistic expressions t specific to argumentative texts (expressions of responsability taking, textual organisers of cause and conclusion, modalisations of probability and of certitude, concessions and polite expressions). (shrink)

Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on (...) how extended cognitive systems are assembled, we focus on the question: If our cognition extends, how should we educate and assess such extended cognitive systems? We suggest various ways to minimize possible negative effects of extending one’s cognition and to efficiently find and organise (online) information by adopting a virtue epistemology approach. Educational and assessment implications are foregrounded, particularly in the case of Danish students’ use of the Internet during exams. (shrink)

The article examines organisational challenges in the Finnish vocational education and training to support students’ lifelong learning pathways. Investigation of organizational challenges is done through the students’ transitions either within one school level or from one school level to another or to working life. For supporting the students’ learning pathways, it is argued here that specific attention has to be paid to collaborative practices of the personnel in order to guarantee the transitional fluency. This kind of collaboration is (...) here called distributed pedagogical leadership. For examining the shared practices in the frame of distributed pedagogical leadership, the article introduces both quantitative results from a national survey and a Finnish VET case school and qualitative results from this particular school as several interviews of the leadership team and the teachers. (shrink)

For a variety of reasons, learning should be studied as a cultural phenomenon. The task of the first part of this article is to clear up the terminological questions about various ideal types of learning cultures, and how ideal type analysis may be used to study value and knowledge transfer and knowledge acquirement in various types of organisations. The important task of the second part is to analyse how implementation of environmental management systems, like BS-7750, contribute to a (...) certain learning practice. Moreover the task is to evaluate and discuss supplementing or alternative modes of learning to just formalisation of knowledge transfer. (shrink)

To explain social learning without invoking the cognitively complex concept of imitation, many learning mechanisms have been proposed. Borrowing an idea used routinely in cognitive psychology, we argue that most of these alternatives can be subsumed under a single process, priming, in which input increases the activation of stored internal representations. Imitation itself has generally been seen as a This has diverted much research towards the all-or-none question of whether an animal can imitate, with disappointingly inconclusive results. In (...) the great apes, however, voluntary, learned behaviour is organized hierarchically. This means that imitation can occur at various levels, of which we single out two clearly distinct ones: the a rather detailed and linear specification of sequential acts, and the a broader description of subroutine structure and the hierarchical layout of a behavioural Program level imitation is a high-level, constructive mechanism, adapted for the efficient learning of complex skills and thus not evident in the simple manipulations used to test for imitation in the laboratory. As examples, we describe the food-preparation techniques of wild mountain gorillas and the imitative behaviour of orangutans undergoing to the wild. Representing and manipulating relations between objects seems to be one basic building block in their hierarchical programs. There is evidence that great apes suffer from a stricter capacity limit than humans in the hierarchical depth of planning. We re-interpret some chimpanzee behaviour previously described as and suggest that all great apes may be able to imitate at the program level. Action level imitation is seldom observed in great ape skill learning, and may have a largely social role, even in humans. (shrink)

This paper presents a conceptual framework for the study of social intelligence in a real-life environment. It is focussed on the dialogue organisation in argumentation, in particular how our understanding of dialogue phenomena in mediated communication may help us to support natural interaction in classroom debates. Dialogue organisation is explored in terms of the cohesive structure of dialogue that emerges as the result of information maintenance and change, specified locally by the adjacency pair and turn-taking, and globally by (...) topic threads. We give a descriptive analysis of their interplay in real chat debates, based on lexical chains of repeated words in an attempt to clarify what feedback participants in the debate require in order to reflect on their contributions to the debate. We then show how this analysis can be used as a basis for conceptual design of a feedback adviser tool to automatically search for topics in student chat debates. Much of the data used in our analysis has been generated as part of the SCALE project SCALE (Internet-based intelligent tool to support collaborative argumentation-based learning in secondary schools) – EU Framework V project. focussed on specifying tools for computer supported argumentation in the classroom. (shrink)

Lifelong learning is presented as a means for enabling individuals, organisations and nations to meet the challenges of an increasingly competitive world. It suggests an extension of opportunity,involving all adults, whatever their interests or experience. There is also, however, a strong sense of expectation, even compulsion, with emphasis given to vocational forms of study and participation.

More and more organisations formulate a code of conduct in order to stimulate responsible behaviour among their members. Much time and energy is usually spent fixing the content of the code but many organisations get stuck in the challenge of implementing and maintaining the code. The code then turns into nothing else than the notorious "paper in the drawer", without achieving its aims. The challenge of implementation is to utilize the dynamics which have emerged from the formulation of the code. (...) This will support a continuous process of reflection on the central values and standards contained in the code. This paper presents an assessment method, based on the EFQM model, which intends to support this implementation process. (shrink)

The periodic table can be simply demarcated into four classes of metal and four classes of nonmetal. Such a treatment has been obstructed by the traditional view of metalloids as in-between elements; understandable but needless boundary squabbles; and a group-by-group view of the reactive nonmetals. Setting aside these limiting notions reveals some interesting patterns and facilitates teaching and learning the periodic table.

‘Organisational failure’ is central to medical ethics. In the National Health Service (NHS), we usually examine failures at hospital level. We have had around 100 hospital inquiries since the first in 1969, into Ely Hospital, Cardiff. This year, we had the Ockenden Report into Shrewsbury and Telford Hospital. Last year, we had the Outram Inquiry into West Suffolk Hospital. In 2020, the James Inquiry into Ian Paterson. And, before that, Morecombe Bay, Gosport War Memorial, Mid Staffordshire, Liverpool Community Health, Winterbourne (...) View, Anthony Ledward, Stoke Mandeville, Bristol Royal Infirmary and so on. As Taylor says, these reports teach us clinical failure usually has an institutional setting and that blaming individuals overlooks working ‘culture’. They have also led to: (a) new regulatory bodies to manage, investigate and improve NHS standards, (b) new codes of conduct to mandate reporting of serious accidents—backed up by the Whistle-blower’s Act and explicit statutory duties of disclosure, (c) root cause analysis to encourage consistent investigations so we can learn from reliable data and (d) new ‘Speaking Up Guardians’ and a Patient Safety Commissioner to encourage informal discussion about patient safety. What is so surprising is how little these inquiries and reforms have achieved on the larger scale. Of course, we must …. (shrink)

Considerable interest has been shown in models of inter-organisational collaboration including clusters, networks and recently supply chains. Arguably effective configurations of enterprises can work together to achieve some form of what is termed ‘collective efficiency’ which enables them to cope with the challenges of the current competitive encironment. This paper addresses one aspect of such collective efficiency: the potential acceleration and improvement of the process of knowledge acquisition and capacity building through shared learning. It explores the concept of formal (...) ‘learning networks’ and reports on UK research into the design and operation of such networks. (shrink)

I discuss the ubiquity of power law distributions in language organisation (and elsewhere), and argue against Miller’s (The mating mind: How sexual choice shaped the evolution of human nature, William Heinemann, London, 2000) argument that large vocabulary size is a consequence of sexual selection. Instead I argue that power law distributions are evidence that languages are best modelled as dynamical systems but raise some issues for models of iterated language learning.

An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we (...) contribute a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. (shrink)

The research aims to design a proposed model of learning organizations as an entry point to achieve organizational excellence in the Palestinian universities of Gaza Strip. A random sample of workers were selected from the Palestinian universities consist of (286) employees at recovery rate of (70.3%). The study concluded with a set of results the most important of which: there is a statistically significant relationship between the components of learning organizations and achieving organizational excellence in the Palestinian universities (...) of Gaza Strip from the standpoint of the faculty members. One of the main recommendations of the study: establish the concept of learning organization in leaders and staff of the university through the establishment of specialized courses, and workshops. Turning the status of the university into a learning organization as a strategic objective and the performance of managers are measurement accordingly. Organize visits of the leaders of the university a to the top organizations in this field and to take advantage of their experience and encourage deans and heads of departments to involve their employees in the information on global trends and trends in learning organization through regular meetings. (shrink)

This paper examines the learning and performance of the air traffic control (ATC) work domain. This domain was chosen because it embodies features that represent future work for many other industries (e.g., information service provision mediated by information technologies; a high reliance on communication skills and collaborative work; increasing complexity and intensity of the work activity), within an organisational context undergoing considerable change. In ATC work learning occurs formally as part of accredited training and informally, as part of (...) everyday practice. In this way learning and experience of ATC work shapes – and is shaped by – the way work is organised, which includes the divisions of labour and technological artefacts. ATC work is experienced temporally, complexly, through affect and socially. Controllers learn to use a variety of socio-material resources which include embodiment and artefacts to undertake the work. In so doing the article demonstrates the ways in which learning and performance is not just a cognitive undertaking, but one that draws on embodiment to achieve what here is called “interdependent sentience”. This involves using all their senses to gain an awareness of problems as they emerge to collectively accomplish a seamless air traffic flow in a complex interdependent socio-technical system. (shrink)

Learning in college often extends beyond classrooms and formal instruction. Various forms of student organisings can allow for learning beyond institutional curricula. In this paper, using two examples of collective mobilisations, I argue for paying keener attention to the informal within formal education spaces. Both the instances under discussion occur around the space of the hostel - located within the formal educational institution and yet, away from the formalised processes of learning and teaching. In varied ways, however, (...) the forms of conversation that marks the coming together of students, has pedagogic significance. Specifically, conceiving students mobilising as an instance of anti-caste assertion or against implicitly accepted gender norms, I argue, provides students newer ways of thinking about the world - and must thus be conceptualised as learning. Not only are these informal learning spaces significant for the varied ways they could impact students; they are also important in holding the possibility to question hegemonic practices in educational institutions, and society at large. (shrink)

The point of this paper is to provide a principled framework for a naturalistic, interactivist-constructivist model of rational capacity and a sketch of the model itself, indicating its merits. Being naturalistic, it takes its orientation from scientific understanding. In particular, it adopts the developing interactivist-constructivist understanding of the functional capacities of biological organisms as a useful naturalistic platform for constructing such higher order capacities as reason and cognition. Further, both the framework and model are marked by the finitude and fallibility (...) that science attributes to organisms, with their radical consequences, and also by the individual and collective capacities to improve their performances that learning organisms display. Part A prepares the ground for the exposition through a critique of the dominant Western analytic tradition in rationalising science, followed by a brief exposition of the naturalist framework that will be employed to frame the construction. This results in two sets of guidelines for constructing an alternative. Part B provides the new conception of reason as a rich complex of processes of improvement against epistemic values, and argues its merits. It closes with an account of normativity and our similarly developing rational knowledge of it, including (reflexively) of reason itself. (shrink)

Drawing both on cultural-historical activity theory and on a dialogical approach to discourse, this article expands a method of analysis developed by Engeström & Sannino to capture discursive manifestations of contradictions in an activity system. The data consist of recorded meetings of an interprofessional team working with persons living with both a mental handicap and psychiatric disorders. The mission of this team is to coordinate socio-educative and psychiatric work. A sequence taken from one of these meetings was submitted to a (...) step-by-step discourse analysis and examined how the participants negotiated and managed the obstacles met with in their daily work. The analysis showed how an initial obstacle presented as a conflict was gradually turned into a critical conflict and finally into a dilemma between two rules: professional confidentiality and transparency towards the patient. It showed how the participants collectively coped with this dilemma, and came to define it as a problem related to work organisation, and not only to interpersonal relationships. The study shows the importance of discourse processes in collaborative work and in fostering professional learning and focus upon discourse processes through which team members deal with obstacles in their daily work and to provide a fine-grained analysis of systemic contradictions. (shrink)

This article examines the challenges and opportunities that arise with artificial intelligence (AI) and machine learning (ML) methods and tools when implemented within cultural heritage institutions (CHIs), focusing on three selected Swedish case studies. The article centres on the perspectives of the CHI professionals who deliver that implementation. Its purpose is to elucidate how CHI professionals respond to the opportunities and challenges AI/ML provides. The three Swedish CHIs discussed here represent different organizational frameworks and have different types of collections, (...) while sharing, to some extent, a similar position in terms of the use of AI/ML tools and methodologies. The overarching question of this article is what is the state of knowledge about AI/ML among Swedish CHI professionals, and what are the related issues? To answer this question, we draw on (1) semi-structured interviews with CHI professionals, (2) individual CHI website information, and (3) CHI-internal digitization protocols and digitalization strategies, to provide a nuanced analysis of both professional and organisational processes concerning the implementation of AI/ML methods and tools. Our study indicates that AI/ML implementation is in many ways at the very early stages of implementation in Swedish CHIs. The CHI professionals are affected in their AI/ML engagement by four key issues that emerged in the interviews: their institutional and professional knowledge regarding AI/ML; the specificities of their collections and associated digitization and digitalization issues; issues around personnel; and issues around AI/ML resources. The article suggests that a national CHI strategy for AI/ML might be helpful as would be knowledge-, expertise-, and potentially personnel- and resource-sharing to move beyond the constraints that the CHIs face in implementing AI/ML. (shrink)

It is often thought that there is one key design principle or at best a small set of design principles, underlying the success of biological organisms. Candidates include neural nets, ‘swarm intelligence’, evolutionary computation, dynamical systems, particular types of architecture or use of a powerful uniform learning mechanism, e.g. reinforcement learning. All of those support types of self-organising, self-modifying behaviours. But we are nowhere near understanding the full variety of powerful information-processing principles ‘discovered’ by evolution. By attending closely (...) to the diver- sity of biological phenomena we may gain key insights into (a) how evolution happens, (b) what sorts of mechanisms, forms of representation, types of learning and development and types of architectures have evolved, (c) how to explain ill-understood aspects of human and animal intelligence, and (d) new useful mechanisms for artificial systems. (shrink)

This study aimed to explore practices and strategies that have successfully reduced time-to-proficiency of the workforce in large multinational organisations and develop a model based on them. The central research question of this study was: How can organisations accelerate time-to-proficiency of employees in the workplace? The study addressed three aspects: the meaning of accelerated proficiency, as seen by business leaders; the business factors driving the need for shorter time-to-proficiency and benefits accrued from it; and practices and strategies to shorten time-to-proficiency (...) of the workforce. 85 participants (n=85) from 7 countries who represented 10 economic sectors, 20 business sectors and 28 industry groups contributed 66 successful bounded project cases. A qualitative research approach was used. Data were collected through in-depth interviews with project leaders and by collecting additional project case documents. Data were analysed using thematic analysis to identify the themes in the data. Matrix analysis was then used to perform within-case and cross-case analysis to compare the project cases. 11 overarching themes were developed from the data analysis, out of which two overarching themes explained the characteristics of job-role proficiency and accelerated proficiency, while three overarching themes described the magnituide and scale of time-to-proficiency business problem, business drivers for accelerating proficiency and business benefits of reduced time-to-proficiency. Six overarching themes revealed the business practices employed by organisations to reduce time-to-proficiency: (1) Defining business-driven proficiency measures in terms of expected business outcomes from a job role; (2) Developing a proficiency reference map of all the inputs, conditions and roadblocks that determine or influence how required business outcomes are being produced in a job role; (3) Sequencing an efficient proficiency path of activities and experiences ordered to produce the desired business outcomes in the shortest possible time; (4) Manufacturing accelerated contextual experiences by leveraging on-the-job opportunities or training interventions in a compressed time-frame; (5) Promoting an active emotional immersion through engagements, consequences, stakes, feedback and proficiency assessments; and (6) Setting up a proficiency eco-system, providing timely support to performers while doing the job such as enabling job environment, highly involved manager, structured mentoring from experts, purposeful social connectivity with peers, leveraging subject matter experts and on-demand performance support systems. Organisations orchestrated these six business practices as an input-output-feedback system to reduce time-to-proficiency of the workforce. A conceptual model (Accelerated Proficiency Model) was developed representing interactions among six business-level practices/processes as a closed-loop system to explain the concept and process of accelerated proficiency in the workplace. These practices were implemented through a set of twenty-four strategies proven successful in various contexts. The strategies employed were much beyond the boundaries of conventional training interventions. The job itself acted as the primary mechanism to accelerate proficiency. A two-level hierarchical framework (6/24 framework of strategies) was also constructed in the form of a checklist consisting of six practices and twenty-four strategies for practitioners. Overall, the findings of this research study contribute significantly to the body of knowledge on accelerated proficiency. In particular, the conceptual model and the framework developed in this study can be implemented across a range of contexts, business sectors, job types and settings to reduce time-to-proficiency of the workforce. (shrink)

In their paper (‘ Morisprudence: a theoretical framework for studying the relationship linking moral case deliberation, organisational learning and quality improvement ‘),1 Kok et al addresses an important topic: how to theoretically think about studying the impact of moral case deliberations and how to conceptualise organisational learning? In this article, they aim to develop a theoretical framework that provides empirically assessable hypotheses that describe the relationship between moral case deliberation and care quality at an organisational level. The authors (...) describe care quality mostly in terms of practical wisdom which they aggregate into both individual and organisational morisprudence. Morisprudence is defined as an ongoing formulation of moral judgements. However, it remains a bit unclear how the theoretical framework of Kok et al may lead to empirically assessable hypotheses. Concepts like ‘quality’, ‘quality of care’, ‘practical wisdom’ and ‘individual and organisational morisprudence’ are not described in detail, let alone operationalised in measurable terms. How should we understand morisprudence in empirical terms? What is a good morisprudence? And how should we measure or conclude whether morisprudence has been improved (or not)? The authors rightfully focus on the need for organisational learning during and through Moral Case Deliberation (MCD). Too often, MCD is only described as the discussion of one patient’s case, thereby implicitly suggesting that the learning process only takes place at the level of an individual case. Yet, based on many years of MCD evaluation research, we know from mostly …. (shrink)

Over the last 30 years the effects of economic globalisation have transformed education and its relationship to work and everyday working lives. Market reform and the appropriation of ‘learning’ to fuel the knowledge economy produced a lifelong learning educational order, complemented by social inclusion to manage residual and resistant populations. In the process education was decentred, learning spaces were diversified within an education market that served the world of work. Educators were remaindered by a rising tide of (...) coaches, counsellors, learning managers and mentors who ‘facilitate’ rather than ‘teach’. In this groundbreaking book the author contextualises these changes as a way of re-reading our times and its educational effects. The chapters examine the interface of policy and practice and map the shifting relations between educational work and social organisations of learning by developing three key themes: _Liquid learning_: drawing on Bauman’s characterisation of ‘liquid modernity’, the concept of liquid leaning details the cultural conditions that confront educators and those who seek to use education as a social instrument to address economic, social, cultural, environmental and political development _Making spaces of orientation_: designing and realising strategies to address the challenges of "liquid modernity" _Educational work_: considering the specialist expertise that educators as an occupational group bring to the challenges of liquid learning. The case examples that make up the main body of this book show how spaces of orientation are made and how they can be designed to support learning for living in interdependence. Each of these cases is informed by substantial empirical research and fine-grained analyses are used to define the nature of educational work, the resources that are mobilised in constructing contexts for learning, and its contribution to the art of politics that makes spaces of orientation. As the author demonstrates, educators have expertise that is critical in the contemporary globalised world and its politics. (shrink)

Applied Business Ethics is a core module for business undergraduate students in an internationalised university business degree programme from the United Kingdom taught at a Private Higher Education Institution in Singapore. Students, who are working adults undertaking this part-time degree, are assessed purely on the application of theoretical knowledge through essays that show evidence of their ability to apply theory in workplace ethical dilemmas. This pilot study explores the utility of the module in terms of use and exchange value. It (...) was conducted in two phases as an empirical qualitative research. First, an email survey was sent to students, who had already graduated, to gather impressions of the module using open-ended questions. Based on the responses, semi-structured interviews of a purposive sample of four students were carried out to unearth insights on use and exchange value of the module through their stories. The study suggests that a key determinant of use value is workplace utility of the knowledge that has been gained. Over time, consistent derivation of use value translates to exchange value as long-term behaviour changes in the individual create positive workplace outcomes. The study also recognised the powerful influence of organisational culture in determining whether ethical thinking translates into ethical action, which also has a direct bearing on perceptions of use and exchange value. The findings of this study provide an insight to the understanding of the motivations of working adults attending the Applied Business Ethics module on a part-time basis. Having this understanding, it will be possible to further structure the module, in terms of positioning, delivery and assessment, to enable these students to become better managers when dealing with real-world workplace ethical issues. (shrink)