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- Florén, Henrik, 1972-
(författare)
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Managerial work and learning in small firms
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with how managerial work sets the agenda for managerial learning in small firms. Although studies of learning in organizations are numerous, research on managerial learning in the small-firm context is limited. In particular, our knowledge of managerial learning suffers from an insufficient understanding of what top managers in small firms do. The primary purpose of this thesis is to describe how the work of small-firm managers sets the agenda for managerial learning, and how their learning can be supported. Additionally, the thesis explores the use of so-called “Action Technologies” in supporting managerial learning in small firms.Drawing on an observational study of six owner-managers in small (17-43 employees) manufacturing firms, and a synthesis of earlier studies, this thesis shows that three features of managerial work shape managerial learning in small firms: The small firm’s top manager (i) operates in context with specific structural conditions that affect his/her behavior, (ii) have certain cognitive predispositions guiding his/her behavior, and (iii) have certain behavioral preferences directing his/her behavior.The main argument in this thesis is that managerial learning in small firms is made difficult due to features that make it hard to come to a point where learning (in terms of reflection and conceptualization) is given time and resources, as the manager has trouble in finding time for learning, and as learning risks to become low-priority. Learning is also difficult due to barriers related to the learning process: the work of the manager fosters a superficial learning orientation, makes it difficult to probe deeply into and to develop complicated understandings of issues at hand, and makes peer-learning rarely possible.Drawing on an action research project of managerial learning in four networks of small-firm owner-managers, the thesis also explores, in a concrete manner, how managerial learning might be supported in a way that circumvents the deficient situation for managerial learning in this kind of firm. More specifically, it seems that Action Technologies by their design constitute a learning context that supports the learning of the small-firm top manager by dissolving the barriers to learning identified above.
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| 2. |
- Danilovic, Mike, et al.
(författare)
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Platform thinking in the automotive industry : managing dualism between standardization of components for large scale production and variation for market and customer
- 2007
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Ingår i: Proceedings of the 18th Annual POM Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Automotive industry faces two major problems. One is to develop standard platforms to reach high volumes and low cost. The other is to use platforms for enabling variation of models that suit customer needs, local market demands, and restrictions. Platform thinking embraces several industrial levels, systems integrators, global and local suppliers, and markets. How can the dualism between standardization of components and model variation be managed and which trade-offs need to be made?In this paper we have identified and analyzed different approaches to platform concept from technical as well as organizational, production, and product development perspectives. Platform technology improves flexibility in production and product development. However, when radical changes are made, new design of platform is not easily made, i.e. propagation of requirements and changes in models vs. platforms. When this happens, several production systems have to be entirely rebuilt causing major capital investments, redesign at suppliers etc. Hence, platform technology reduces product development flexibility.
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| 3. |
- Berggren, Eva, 1955-
(författare)
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Student Entrepreneurs : The Influence of University, Entrepreneurship Education and Research
- 2009
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis deals with the questions if and how entrepreneurship education and access to research at university stimulate student start-ups. The phenomenon of student entrepreneurs is approached in three empirical studies. In the first study mail questionnaires were sent out to former entrepreneurship students at three universities in Sweden, in order to find out if the students’ entrepreneurial behaviour was influenced by education. The second study explores differences in communication skills and the handling of liabilities of newness between entrepreneurs with entrepreneurship education at university and/or previous start-up experience. Student entrepreneurs are compared with a control group of randomly chosen Swedish entrepreneurs. In the third study, the influence from university research on student entrepreneurship as well as direct and indirect regional effects are examined through interviews with university spin-offs around Halmstad University. Entrepreneurship education at university is found to influence entrepreneurial behaviour, to increase the student’s awareness of business opportunities and to result in high start-up frequency early in life. The student entrepreneurs perceive fewer problems to handle some aspects of liability of newness as well as communicative skills in terms of openness and adaptation. Other-orientation is on the other hand supported by previous start-up experience. Hence, with experience from both entrepreneurship education and previous start-up, the students seem well prepared for future start-ups. The case study show multiple and long term indirect effects from student entrepreneurship in developing an entrepreneurial region. Established student entrepreneurs support less experienced student entrepreneurs by linking them to supplementary resources. Students are found to shoulder an important role as academic entrepreneurs in interaction with other individuals connected to the university.
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