Skip to main content
SpringerLink
Log in

Is organizational learning possible without participation?

  • Chapter
  • First Online:
Organisation und Partizipation

Part of the book series: Organisation und Pädagogik ((ORGAPÄD,volume 13))

Zusammenfassung

The concept of participation highlights the fact that learning does not take place (solely or principally) in the minds of individuals; rather, it stems from their participation in social activities. Organizational learning, therefore, is learning-inorganizing (Gherardi and Nicolini, 2001), because working, learning and organizing are not distinct activities within a practice and within the logic of that practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 44.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literatur

  • Amin, Ash (2002): Spatialities of Globalisation. Environment and Planning, 34, p. 385- 399.

    Article  Google Scholar 

  • Amin, Ash; Cohendet, Patrick (2004): Architectures of Knowledge: Firms, Capabilities and Communities. Oxford: Oxford University Press.

    Google Scholar 

  • Bauman, Zygmund (2001): Community. Seeking Safety in an Insecure World, Cambridge: Polity.

    Google Scholar 

  • Blackler, Frank (1993): Knowledge and the Theory of Organizations: Organizations as Activity Systems and the Refraiming of Management. Journal of Management Studies, 30(6), p. 864-884.

    Google Scholar 

  • Brown, John S.; Duguid, Paul (1991): Organizational Learning and Communities of Practice: Toward a Unified View of Working, Learning and Bureaucratization, Organization Science, 2, p. 40-57.

    Google Scholar 

  • Brown, John S.; Duguid, Paul (2001): Knowledge and Organization: A Social-Practice Perspective. Organization Science. 12, 2, p. 198-213.

    Article  Google Scholar 

  • Carlile, Paul R. (2004): Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries. Organization Science. 15, (5), p. 555-568.

    Article  Google Scholar 

  • Contu, Alessia; Willmott, Hugh (2003): Re-embedding Situatedness: the Importance of Power Relations in Learning Theory, Organization Science, 14, 3, p. 283-296.

    Article  Google Scholar 

  • Coopey, John (1995): The Learning Organization, Power, Politics and Ideology. Management Learning. 26 (2), p. 193-214.

    Article  Google Scholar 

  • Czarniawska, Barbara (2008): A Theory of Organizing, Cheltenham: Edward Elgar. 42 Silvia Gherardi

    Google Scholar 

  • Duguid, Paul (2005):,The Art of Knowing‘: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice’. The Information Society, 21, p. 109- 118.

    Article  Google Scholar 

  • Elkjaer, Bente (2003): Social Learning Theory: Learning as Participation in Social Process. In: Easterby-Smith, M., Lyles, M. A. (eds.). The Blackwell handbook of organizational learning and knowledge management. Oxford: UK: Blackwell Publishing, p. 38-53.

    Google Scholar 

  • Elkjaer, Bente; Huysman, Marleen (2008): Social World Theory and Organizational Learning. In: Barry, D.; Hansen, H (eds): The SAGE Handbook of New Approaches in Management and Organization, London: Sage, p. 170-177.

    Chapter  Google Scholar 

  • Fox, Steve (2006): Inquiries of Every Imaginable Kind: Ethnomethodology, Practical Action and the New Socially Situated Learning Theory. The Sociological Review, 54 (3), p. 426- 445.

    Google Scholar 

  • Gherardi, Silvia (2000): Practice-based Theorizing on Learning and Knowing in Organizations: An Introduction. Organization, 7(2), p. 211-23.

    Article  Google Scholar 

  • Gherardi, Silvia (2009): ‘Csommunity of Practice or Practices of a Community? In: S. Armstrong, C. Fukami: The Sage Handbook of Management Learning, Education, and Development. London: Sage, p. 514-530.

    Chapter  Google Scholar 

  • Gherardi Silvia; Nicolini Davide (2001): The Sociological Foundation of Organizational Learning. In: Dierkes, M; Berthoin, Antal A.; Child, J.; Nonaka, I (eds): Handbook of Organizational Learning and Knowledge. Oxford: Oxford University Press, p. 35-60.

    Google Scholar 

  • Gherardi, S.; Nicolini, Davide; Odella, Francesca (1998): Towards a Social Understanding of how People Learn in Organizations. Management Learning, 29, 3, p. 273- 298.

    Article  Google Scholar 

  • Gherardi, Silvia; Perrotta, Manuela (2011): Egg Dates Sperm: A Tale of Practice Change and its Institutionalization, Organization, 18(5), p. 595-614.

    Article  Google Scholar 

  • Goodwin, Charles (1994): Professional Vision, American Anthropologist, 96, 3, p. 606- 633.

    Article  Google Scholar 

  • Handley, Karen; Sturdy, Andrew; Fincham, Robin; Clark, Timothy (2006): Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice. Journal of Management Studies, 43, (3), p. 641-653.

    Article  Google Scholar 

  • Handley, Karen; Sturdy, Andrew; Fincham, Robin; Clark, Timothy (2007): Researching Situated Learning: Participation, Identity and Practices in Client-Consultant Relationship. Management Learning, 38, (2), p. 173-191.

    Article  Google Scholar 

  • Heidegger, Martin (1962): Being and Time. New York: Harper & Row.

    Google Scholar 

  • Illich, Ivan (1971): Deschooling Society. London: Calder and Boyars.

    Google Scholar 

  • Joseph, I. (1994): Attention distribuée et attention focalise. Les protocoles de la cooperation au PCC de la ligne A du RER, Sociologie du Travail, 4, p. 563-585.

    Google Scholar 

  • Latour, Bruno (1987): Science in Action: How to Follow Scientists and Engineers through Society. Milton Keynes: Open University Press.

    Google Scholar 

  • Lave, Jean; Wenger, Etienne (1991): Situated Learning: Legitimate Peripheral Participation. Cambridge, MA: University Press. Is organizational learning possible without participation? 43

    Google Scholar 

  • Marshall, N.; Rollinson, J. (2004): Maybe Bacon Had a Point: The Politics of Interpretation in Collective Sensemaking. British Journal of Management, 15, p. 71-86.

    Article  Google Scholar 

  • Mutch, Alistair (2003): Communities of Practice and Habitus: A Critique. Organization Studies, 24, 3, p. 383-401.

    Article  Google Scholar 

  • Nicolini, Davide (2011): Practice as the Site of Knowing. Insights from the Field of Telemedicine, Organization Science, 22, p. 602-620.

    Article  Google Scholar 

  • Orr, Julian (1996): Talking About Machines: An Ethnography of a Modern Job. Ithaka: Cornell University Press.

    Google Scholar 

  • Perrotta, Manuela (2010): Situated Pactices as the Locus of Technological Change. In: Jordan, S.; Mitterhofer, H (eds): Beyond Knowledge Management – Sociomaterial and Sociocultural Perspectives within Management Research, Innsbruck: Innsbruck University Press, p. 147-169.

    Google Scholar 

  • Polanyi, Michael (1962): Personal Knowledge. London: Routledge and Kegan Paul. (Original work published 1958)

    Google Scholar 

  • Roberts, Joanne (2006): Limits to Communities of Practice, Journal of Management Studies, 43, 3, p. 623-639.

    Article  Google Scholar 

  • Schatzki, Theodore; Knorr, Cetina Karin; vonSavigny, Eike (eds) (2001): The Practice Turn in Contemporary Theory, London and New York: Routledge.

    Google Scholar 

  • Schön, D. (1983): The Reflective Practitioner. Basic Books: New York.

    Google Scholar 

  • Star, Susan L.; Strauss, Anselm (1999): Layers of Silence, Arenas of Voice: The Ecology of Visible and Invisible Work, Computer-Supported Cooperative Work: The Journal of Collaborative Computing, 8, p. 9-30.

    Article  Google Scholar 

  • Strati, Antonio (2003): Knowing in Practice: Aesthetic Understanding and Tacit Knowledge. In: Nicolini, D.; Gherardi, S.; Yanow, D (eds): Knowing in Organizations: A Practice-Based Approach, Armonk: M.E. Sharpe, p. 53-75.

    Google Scholar 

  • Swan, Jacky; Scarbrough, Harry; Robertson, Maxine (2002): The Construction of „Communities of Practice” in the Management of Innovation’. Management Learning, 33, 4, p. 477-496.

    Article  Google Scholar 

  • Weick, Karl E. (1995): Sensemaking in Organizations, Thousand Oaks, CA: Sage.

    Google Scholar 

  • Wenger, Etienne (1998): Communities of Practice. Learning, Meaning and Identity. New York: Cambridge University Press.

    Google Scholar 

  • Wenger, Etienne (2000): Communities of Practice and Social Learning Systems. Organization, 7(2), p. 225-46.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Trento, Trento, Italy

    Silvia Gherardi

Authors
  1. Silvia Gherardi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Silvia Gherardi .

Editor information

Editors and Affiliations

  1. , FB Erziehungswissenschaft, Philipps Universität Marburg, Bunsenstr. 3, Marburg, 35037, Germany

    Susanne Maria Weber

  2. , Institut für Pädagogik, FAU Erlangen-Nürnberg, Bismarkstr. 1a, Erlangen, 91054, Germany

    Michael Göhlich

  3. , Professur für Nonprofit Management, Evangelische Hochschule Darmstadt, Zweifalltorweg 12, Darmstadt, 64293, Hessen, Germany

    Andreas Schröer

  4. , FB 2: Schulpädagogik/Schulentwicklung, Universität Hamburg, Von-Melle-Park 8, Hamburg, 20146, Germany

    Claudia Fahrenwald

  5. , Gender Zentrum, Universität Augsburg, Eichleitnerstr. 30, Augsburg, 86159, Germany

    Hildegard Macha

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Fachmedien Wiesbaden

About this chapter

Cite this chapter

Gherardi, S. (2013). Is organizational learning possible without participation?. In: Weber, S., Göhlich, M., Schröer, A., Fahrenwald, C., Macha, H. (eds) Organisation und Partizipation. Organisation und Pädagogik, vol 13. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-00450-7_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-658-00450-7_2

  • Published:

  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-00449-1

  • Online ISBN: 978-3-658-00450-7

  • eBook Packages: Humanities, Social Science (German Language)

Publish with us

Policies and ethics

Search

Navigation