| 1. |
- Börjesson, Sofia, 1964
(författare)
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Collaborative research for sustainable learning: The case of developing innovation capabilities at Volvo Cars
- 2011
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Ingår i: Action Learning: Research and Practice. - : Informa UK Limited. - 1476-7341 .- 1476-7333. ; 8:3, s. 187-209
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research.
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| 2. |
- Gabrielsson, Jonas, et al.
(författare)
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Business Simulation Exercises in Small Business Management Education : Using Principles and Ideas from Action Learning
- 2010
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Ingår i: Action Learning. - Abingdon, Oxon, UK : Carfax Publishing. - 1476-7333 .- 1476-7341. ; 7:1, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they can merge theory with practice. We provide theoretical arguments accompanied by illustrations to show how such initiatives can create a more student-centred teaching structure than what is usually practised in contemporary business school education. This may in turn work as a potential bridge between the safe harbour of traditional classroom teaching and the more chaotic and complex world of managerial practice.
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| 3. |
- Olsson, Annika, et al.
(författare)
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An action learning method for increased innovation capability in organisations
- 2010
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Ingår i: Action Learning: Research and Practice. - : Informa UK Limited. - 1476-7341 .- 1476-7333. ; 7:2, s. 167-179
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Tidskriftsartikel (refereegranskat)abstract
- Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on the innovation capability of an organisation. Previous research and publications have highlighted organisational issues and learning matters as important and necessary for the development of innovation capability. Action learning requires reflections of the ways things are carried out, changes in current actions, implementation and improvement and thereafter another round of reflections. This could be difficult for one organisation to carry out internally and so this research uses a learning network setup involving several organisations for inter-organisational action learning. The purpose of this article is to describe the learning network setup used in a current action learning project in the med tech industry, and to discuss the initial experiences gained. The research project aims at increasing the innovation capability of the participating organisations. The method used is based on action learning and involves representatives from industrial partners, public health organisations and academic partners. The different organisations run innovation projects over a time period of three years, and meet three times a year in learning network sessions with the purpose of developing knowledge by action learning interaction between the different. During these learning network sessions the participants are facilitated to go through different phases: reflections, new concepts, new actions, implementations and new reflections. The paper elaborates on theories of innovation capability and learning networks, and thereafter the methods of action research, experiential learning and action learning. The action learning network structure, the experiences gained in the initial phases of the project, and the experience of action learning and learning networks is then presented. The importance of trust building between partners in the network in order to facilitate action learning and development of innovation capability is experienced and discussed, as is the learning that takes place in the interaction between academics from different disciplines in their interaction with the practitioners.
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| 4. |
- Olsson, Annika
(författare)
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Transformation to a customer-oriented perspective through action learning in product and service development
- 2007
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Ingår i: Action Learning: Research and Practice. - : Informa UK Limited. - 1476-7341 .- 1476-7333. ; 4:1, s. 45-59
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Tidskriftsartikel (refereegranskat)abstract
- Customer orientation is strongly visible in the visions and strategies of most organizations, but how do these visions and strategies move from intentions to practice? This question provides the focus for this research which aims to acquire deeper insights into this process. The point of departure is the change in perspective from a product to a customer orientation in product and service developing organizations, with the focus of integrating knowledge from one to the other through action learning. The purpose is to understand the different factors that affect the transformation of perspectives both on an individual level and on a systems level. The main conclusion drawn is that the transformation of perspective toward customer orientation is dependent on individuals and their learning. The studies distinguish the organizations that do reflect and inquiry for change and new knowledge creation and thereby have stepped forward in the change of perspectives. The paper elaborates on the role the individual and the organization have on the system as a whole. One practical contribution is the workshop action learning methods developed for such individual learning and for changing individuals’ mindsets from a product feature perspective to a customer value perspective.
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| 5. |
- Remneland Wikhamn, Björn, 1973
(författare)
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Challenges of adopting constructive alignment in action learning education
- 2017
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Ingår i: Action Learning: Research and Practice. - : Informa UK Limited. - 1476-7333 .- 1476-7341. ; 14:1, s. 18-28
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Tidskriftsartikel (refereegranskat)abstract
- This paper will critically examine how the two influential pedagogical approaches of action-based learning and constructive alignment relate to each other, and how they may differ in focus and basic assumptions. From the outset, they are based on similar underpinnings, with the student and the learning outcomes in the center. Drawing from experiences of developing an action-based master program in management with the integration of constructive alignment in its curriculum, the purpose is to reflect on what difficulties emerge when adopting both perspectives simultaneously. Constructive alignment works under the premises that the learning goals can and should be decided beforehand in order to align them with learning activities and examination forms. This view brings a challenge for programs where the means of the learning process is provided, while it is much up to the students’ own responsibilities to drive the learning toward some self-governing and internalized learning outcomes.
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