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Learning Literature (learning + literature)
Selected AbstractsEntrepreneurial Learning: Researching the Interface Between Learning and the Entrepreneurial ContextENTREPRENEURSHIP THEORY AND PRACTICE, Issue 4 2005Richard T. Harrison The context for the research presented in this article arises from increasing interest, by academics and practitioners, in the importance of learning and knowledge in the knowledge-based economy. In particular, we consider the scope for applying concepts of learning within the field of entrepreneurship. While it has gained currency within the field of management, the application of these concepts to entrepreneurship has been limited. In this Introduction to the Special Issue, we review the development of the field of entrepreneurship as a context for the emergence of learning as an area of scholarly attention, summarize a number of key themes emerging from the organizational learning literature, and outline the article selection process and summarize the key elements of each of the included articles. The article concludes with some reflections on future research at the interface between learning and the entrepreneurial context. [source] Toward a Dynamic Learning Perspective of EntrepreneurshipENTREPRENEURSHIP THEORY AND PRACTICE, Issue 4 2005Jason Cope This conceptual article introduces a dynamic learning perspective of entrepreneurship that builds upon existing "dominant" theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this article maps out and extends current boundaries of thinking regarding how entrepreneurs learn. It presents key conclusions from emergent empirical and conceptual work on the subject and synthesizes a broad range of contributory adult, management, and individual learning literature to develop a robust and integrated thematic conceptualization of entrepreneurial learning. Three distinctive, interrelated elements of entrepreneurial learning are proposed,dynamic temporal phases, interrelated processes, and overarching characteristics. The article concludes by demonstrating how a "learning lens" can be applied to create further avenues for research in entrepreneurship from a learning perspective. [source] Adaptive and Generative Learning: Implications from Complexity TheoriesINTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS, Issue 2 2010Ricardo Chiva One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self-organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self-organization. Self-organization is a self-referential process characterized by logical deductive reasoning, concentration, discussion and improvement. Generative learning involves any approach to the implicate order through a process of self-transcendence. Self-transcendence is a holo-organizational process characterized by intuition, attention, dialogue and inquiry. The main implications of the two types of learning for organizational learning are discussed. [source] Approaches to learning at work and workplace climateINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2003John R. Kirby Three studies are reported concerning employees' approaches to learning at work and their perceptions of the workplace environment. Based on prior research with university students, two questionnaires were devised, the Approaches to Work Questionnaire (AWQ) and the Workplace Climate Questionnaire (WCQ). In Studies 1 and 2, these questionnaires were administered to two different samples of employees, and the factor structure of the questionnaires was explored. In Study 3, the two data sets were combined, and a random half of it was used to develop reduced sets of items that addressed selected factors for each of the questionnaires. The other half of the data was used to test the scales developed. For the AWQ, three factors are proposed: deep, surface-rational, and surface-disorganised. The first of these is consistent with the student learning literature, but the other two represent a division of a unitary surface factor. The three components of the WCQ are good supervision, choice-independence, and workload. Correlations between scales indicated that the deep approach is positively associated with good supervision and choice-independence, whereas the surface-disorganised approach is negatively associated with these two constructs and positively associated with workload. Surface-rational is negatively, though less strongly associated with choice-independence. Suggestions are presented for use of these instruments in future research and practice. [source] Understanding the essential elements of work-based learning and its relevance to everyday clinical practiceJOURNAL OF NURSING MANAGEMENT, Issue 6 2010BSc (Hons) Nurse Practitioner, CAROLINE WILLIAMS RN, Dip N, MSc (Nursing), PGCE (FE), PGCert (Facilitation & life-long learning) williams c. (2010) Journal of Nursing Management 18, 624,632 Understanding the essential elements of work-based learning and its relevance to everyday clinical practice Aim, To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. Background, With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. Evaluation, The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Key issues, Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. Conclusions, A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. Implications for nursing management, To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. Contribution to New Knowledge, This paper has identified three key issues that need to be considered in the development of work-based learning programmes. [source] Knowledge exploitation, knowledge exploration, and competency trapKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 3 2006Weiping LiuArticle first published online: 11 AUG 200 It is no surprise that knowledge exploitation and knowledge exploration have become the consistent theme in organizational learning literature. Strategy and organization theorists have similarly observed the dynamic capabilities anchored in a firm's ability to simultaneously exploit current technologies and resources to secure efficiency benefits, and creating variation through exploratory innovation. While some studies argue that excessive exploration or excessive exploitation can lead to a competency trap, the ,competency trap' component actually has received less empirical scrutiny. This paper provides a study about how competency traps are formed in the process of knowledge exploration and exploitation as well as their effects on business performance. The paper includes three main sections: First, the theoretical interpretation of the ,competency trap' construct is broadened by investigating the formation of competency traps based on organizational learning theory; second, factors leading to the formation of different competency traps are identified; and third, the relationship between an organization's competency trap and business performance is investigated. The article ends with a discussion of implications for the organizational learning literature. Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||