| 1. |
- Adenfelt, Maria, 1972-, et al.
(författare)
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Knowledge integration in a multinational setting : a study of a transnational business project
- 2009
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Ingår i: International Journal of Knowledge Management Studies. - : Inderscience. - 1743-8268 .- 1743-8276. ; 3:3-4, s. 295-312
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to study how communication enables knowledge integration within transnational projects. Using longitudinal case study data to explore the theoretical arguments, interesting findings emerge. The main finding is that knowledge integration within the transnational project was hampered by ignorance – among project managers and members – of the impact and link between the use of different communication tools, subsequent communication process and knowledge integration. Other findings relate to how institutionalised behaviour persist change and subsequently partly explained why the communication process and thereto related communication tools were not adjusted to new circumstances and conditions. Finally, communication is an inherent part of knowledge integration within a transnational project and there is a need for communication to be sensitive to the complexity of the knowledge being integrated.
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| 2. |
- Ekman, Peter, 1969-, et al.
(författare)
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Bringing Practitioner into the Classroom : Student Reflections and Learning Types: An Abstract
- 2018
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Ingår i: Developments in Marketing Science: Proceedings of the Academy of Marketing Science. - Cham : Springer Nature. ; , s. 677-678
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Konferensbidrag (refereegranskat)abstract
- We witness a growing interest in the marketing area regarding the relationship between marketing theory and marketing practice, the usefulness of marketing models, or how firms carry out their marketing practice. The business discipline has since long taken an interest in the practical use of theories, i.e., as stated by Kurt Levin (1951): “There is nothing as practical as a good theory.” However, the theory-practice linkage has to a limited degree been transferred into the classroom, and only a few studies have so far focused on the effects of bringing practice into the classroom. There are some notable examples of nursing and medicine studies and disciplines that are known for applying reflective practice. However, there is a lack of this research within management and marketing literature. A common way of achieving practice-related assignments is to bring the students into the field, but what happens when you bring the field to the classroom? This can, for example, be done by introducing practice into the classroom by involving practitioners – i.e., executives, managers, consultants, and so forth – in student assignments. Well managed, this means that (a) the student gets to engage in a real-world-like setting and (b) that the student can reflect upon both his or her action and all the nuances of the (practical) event. In this study, we aim to contribute to our understanding regarding the effect of bringing marketing practitioners into the class-learning situation by (i) investigating how such learning experiences affect the students learning and (ii) what kind of learning the practitioner-based activity gives. Our goal is to shed some light on what kind of learning process “practice” in the classroom leads to and what kind of obstacles and benefits there are. We do this by carrying out an explorative study following grounded theory. Our research is inspired by grounded theory and it complements current marketing and management pedagogy studies. While working with cases allows the teacher to design a learning opportunity with clear intended learning outcome (ILO), or using simulation tools, these are artificial situations that do not reflect all the nuances of a “real-life” business situations. Internships do offer the student these nuances, but they are hard to connect to specific ILOs. We focus on a learning methodology that integrates the best of these two practice-oriented methods – i.e., having clear ILOs and bringing business atmosphere into the classroom. The study span 60 individual written student reflections and the results indicate different aspects of the students’ learning process. We coded the students’ renderings and categorized the findings into second-order constructs. Thereafter, the results were compiled, through axial coding, into a conceptual model that should be used for further development and exploration. The model indicates that learning is not only related to the student’s qualities and form of learning triggers; it is also moderated by the student’s emotions and how well the assignment is carried out and understood. The study is a novel attempt to increase our knowledge of how this type of assignments affects the students as well as lead to the fulfillment of ILOs.
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| 3. |
- Hallin, Anette, 1969-, et al.
(författare)
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Theorizing muddy practices in semi-temporary organizations
- 2018
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Konferensbidrag (refereegranskat)abstract
- The projectification of organizations and the increased interest among researchers to developknowledge about temporary organizations has led to a lot of interesting work, most oftenfocusing on project-based organizations or firms. More scarce is research that focuses on howtemporary organizing takes place in permanent host-organizations that perform the larger partof their activities in processual, routine-based operations. Previous researchers have argued thatin such semi-temporary organizations, tensions emerge between the temporary and permanentdue to competing organizational logics. How these tensions are played out in daily workpractices is however not known. This paper addresses this gap, drawing on an in-depth casestudy of a waste management company. Using practice theory as an epistemological lens, weanalyze the practices involved the temporary organizing in the company in light of the fourbasic dimensions of a temporary organization, time, team, task and transition (Lundin &Söderholm, 1995). Doing so, we are able to theorize the “muddy” practices of temporaryorganizing in a permanent host-organization.
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| 4. |
- Hällgren, Markus, 1977-, et al.
(författare)
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Deviations, ambiguity and uncertainty in a project-intensive organization
- 2005
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Ingår i: Project Management Journal. - : Project Management Institute. - 8756-9728 .- 1938-9507. ; 36:3, s. 17-26
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Tidskriftsartikel (refereegranskat)abstract
- This article analyzes deviations in an automation project. The article develops a more holistic view of the project organization, focusing on how deviations are managed. The case study demonstrates that the tools and methods suggested in the literature are rarely used, and shows the importance of the context of the project in terms of gathering information and sharing knowledge that is required to manage deviations. Furthermore, the case shows that there are a number of deviation-management tactics that are applied to different deviations, dependent on whether they are uncertain and/or ambiguous.
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| 5. |
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| 6. |
- Hällgren, Markus, 1977-, et al.
(författare)
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Deviations and the breakdown of project management principles
- 2009
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Ingår i: International Journal of Managing Projects in Business. - : Emerald. - 1753-8378 .- 1753-8386. ; 2:1, s. 53-69
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to contribute to the understanding of how unexpected events (deviations) are handled and how the limited time available in a project affects the possibilities for reflection and knowledge creation. Since deviations will inevitably occur and they will substantially increase project costs, studies of them are imperative. When only a fraction of the project management literature has focused on the actuality of the project this study gives insights into the practice of project management. Design/methodology/approach – The study is based on an exploratory, in-depth case study of a power plant project found in an integrated provider of projects of this type. The projects were followed by participative observations during ten weeks of onsite visits. Findings – The results show that in contrast to contemporary project management theories, the management of deviations was found to be primarily informal. The reason for this was two-fold. First, there was not enough time to use formal procedures. Second, if the formal routines were to be followed, the window of opportunity would be lost, making the decisions that follow useless. Third, two types of reflection were noted: structured collective reflection and contextual reflection, the former corresponding to formal routines and the later to the solution of deviations which is seen as a trigger for spreading practices around the organization. Research limitations/implications – The research presented that projects should be studied from a practice point of view, where deviations might be a good starting point. Moreover, it is suggested that there is a need to broaden the studies of reflection to accommodate other organizational levels and time spans. Practical implications – The case has several suggestions for practitioners. First, small deviations should be paid attention to. Second, bureaucracy hampers flexibility and the organization should rather set up organizational structures, i.e. dual structures, to allow for a smoother process. Third, networks and confidence were found to be essential for the process. Finally, there is a need to pay attention to different time frames when managing deviations. Originality/value – The paper develops a more intricate view of project organizing coming from the new Project-as-Practice agenda. Rather than focusing on what should be done, it focuses on what is done, which is a research area that needs further attention
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| 7. |
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| 8. |
- Maaninen-Olsson, Eva, et al.
(författare)
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A contextual understanding of projects – The importance of space and time
- 2009
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Ingår i: Scandinavian Journal of Management. - : Elsevier BV. - 0956-5221 .- 1873-3387. ; 25:3, s. 327-339
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Tidskriftsartikel (refereegranskat)abstract
- This article analyzes the managing of high-tech projects in complex and dynamic settings. Building on recent developments in organization theory and knowledge management, we focus on the importance of understanding the ways in which project-centered activities are shaped in time and space, both in the organization itself and in a wider context embracing customers, consultants and suppliers. A longitudinal case study including semi-structured interviews, observations and secondary data wilt substantiate our findings. The study offers both theoretical and practical insights suggesting that projects are exposed to a varying degree of complexity and dynamics, calling for different managerial approaches. The analysis shows that boundary spanning has many dimensions that have to be considered in the management of projects in space and time. The article concludes by suggesting seven analytical categories for analyzing and understanding projects in their spatial and temporal contexts.
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