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| 2. |
- Carlsson, Linnea, et al.
(författare)
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Desperately seeking industrial digital strategy : a dynamic capability approach
- 2021
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Ingår i: International Journal of Information Systems and Change Management. - : Inderscience Publishers. - 1479-3121 .- 1479-313X. ; 12:4, s. 345-364
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on managers’ perceptions of organisational capabilities for strategy formulation related to industrial digitalisation. A qualitative case study based on ten interviews in two manufacturing companies explores managers’ perceptions of industrial digitalisation. A dynamic capability framework, consisting of the organisational capabilities sensing, seizing, and transforming opportunities, is applied to recognise and analyse nuances in managers’ interpretation of prevailing organisational capabilities. Findings reveal that the studied companies have a limited maturity concerning knowledge, skills, and resources for industrial digitalisation which is needed in order to formulate a digital strategy. An additional core capability was discerned, i.e., ’seeking’. Seeking includes actions for articulating, appropriating, and involving in the very early phases of understanding and formulating a digital strategy. This article contributes to the existing dynamic capability framework by adding the core capability seeking illustrated in an elaborated and holistic ’dynamic capability loop’. The loop frames industrial digitalisation as a continuous process closely integrated with strategy formulation.
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| 3. |
- Carlsson, Linnea
(författare)
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Social Aspects of Strategizing Industrial Digitalization
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to contribute to understanding how contemporary Swedish manufacturing organizations can strategize industrial digitalization with an emerging focus on social aspects. It complements earlier research by highlighting Swedish manufacturing organizations as they stand at the intersection of Industry 4.0 and Industry 5.0.The thesis is a longitudinal case study of interviews and focus groups between early 2019 and spring 2023. The case study follows an explorative approach to give texture to industrial digitalization and to understand the social aspects of strategizing industrial digitalization. It is limited to the Swedish context and the characteristics of original equipment manufacturers.The thesis contributes by texturizing industrial digitalization through three social aspects, which are argued to be a way for manufacturing organizations to give shape to industrial digitalization. The social aspects elaborated on and presented in this thesis are: to look beyond digital technologies, to formalize a shared understanding, and to transcend organizational structures. These social aspects are thematic but also interlinked. Together, these social aspects bring insights into how managers can guide the organizational capabilities to ensure synergy between an organization’s actions and objectives when strategizing industrial digitalization. Strategizing industrial digitalization should, therefore, be texturized by each organization to define and redefine its organizational capabilities. This means each organization's social aspects are unique, making the manufacturing organizations' capabilities unique.
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| 4. |
- de Blanche, Andreas, 1975-, et al.
(författare)
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Artificial and human aspects of Industry 4.0: an industrial work-integrated-learning research agenda
- 2021
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Ingår i: VILÄR. - 9789189325036
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The manufacturing industry is currently under extreme pressure to transform their organizations and competencies to reap the benefits of industry 4.0. The main driver for industry 4.0 is digitalization with disruptive technologies such as artificial intelligence, machine learning, internet of things, digital platforms, etc. Industrial applications and research studies have shown promising results, but they rarely involve a human-centric perspective. Given this, we argue there is a lack of knowledge on how disruptive technologies take part in human decision-making and learning practices, and to what extent disruptive technologies may support both employees and organizations to “learn”. In recent research the importance and need of including a human-centric perspective in industry 4.0 is raised including a human learning and decision-making approach. Hence, disruptive technologies, by themselves, no longer consider to solve the actual problems.Considering the richness of this topic, we propose an industrial work-integrated-learning research agenda to illuminate a human-centric perspective in Industry 4.0. This work-in-progress literature review aims to provide a research agenda on what and how application areas are covered in earlier research. Furthermore, the review identifies obstacles and opportunities that may affect manufacturing to reap the benefits of Industry 4.0. As part of the research, several inter-disciplinary areas are identified, in which industrial work-integrated-learning should be considered to enhance the design, implementation, and use of Industry 4.0 technologies. In conclusion, this study proposes a research agenda aimed at furthering research on how industrial digitalization can approach human and artificial intelligence through industrial work-integrated-learning for a future digitalized manufacturing.
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| 5. |
- Eriksson, Kristina M., 1976-, et al.
(författare)
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Participants Perspectives and Results from Competence Development Courses for Industrial Work Integrated Learning
- 2019
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Ingår i: VILÄR 5-6 december 2019, University West, Trollhättan. - Trollhättan : University West. ; , s. 7-8
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a work practice of constant implementation of new manufacturing processes, competence development becomes crucial for practitioners within engineering fields such as production systems, additive manufacturing, industry 4.0 and machine learning. Industrial work is transforming and practitioners constantly need to learn both integrated in work practice and through flexible education.Given this, the purpose of this study is to analyse how participants engage in a unique initiative where courses targeting competence development for manufacturing industry have been co-constructed between one university and a network of companies. The longitudinal initiative (2013-ongoing) focus industry knowledge needs and e-learning design aiming for industrial work integrated learning. Over time a course format of five-week flexible e-learning courses of 2.5 ECTS, on master level, has evolved, and 30 courses within e.g. robotics, additive manufacturing and industrial digitalization, have been designed.The uniqueness lies in the opportunities continuously taken for co-construction of course design throughout and this has brought about a combination of different practices for collaboration between academia and industry. Course participants perspectives are specifically explored through focus group studies and a questionnaire survey. Between 2014 and spring 2019 a total of 367 participants took part in focus group sessions at the end of each course instance. The questionnaire was distributed in spring 2019 to 638 individuals and the response rate was 12% (77 respondents) of which 56 had completed one or more courses. While the response rate of the questionnaire is low, results confirm the findings from the focus group studies and indicates new aspects for further study.Outcomes from the focus groups show that practitioners feel that their own motives for learning are key for course participation. This is corroborated by the questionnaire results where 79% say they apply for the courses with ambition to study built on their own desire. The flexible e-learning format including virtual laboratories, web-conferencing and practical cases, is essential when combining full time work with competence development. This coupled with 89% of the questionnaire respondents finding the course content useful in relation to their own work, indicates the uniqueness of the initiative. Challenges persisting are the university's lack of capacity to swiftly respond to companies' skills needs and the nurture and development of the growing network that requires continued coordination. However, participants perspectives reveal the potential of how to empower co-construction of knowledge for industrial work integrated learning.
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| 6. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Action design research : Design of e-WIL for the manufacturing industry
- 2015
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Ingår i: 2015 Americas Conference on Information Systems, AMCIS 2015. - : Americas Conference on Information Systems. ; , s. 1-14
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a crossorganizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two designand learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.
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| 7. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Aspects of Knowledge Transformation in Industry-Union-University Collaborations : A study of Work-integrated e-Learning courses target Norwegian industry
- 2018
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Ingår i: VILÄR Abstraktbok. - Trollhättan : Högskolan Väst. - 9789187531460 - 9789187531477 ; , s. 10-10
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.
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| 8. |
- Hattinger, Monika, 1969-
(författare)
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Co-constructing Expertise : Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is inter-disciplinary and proceed from the ongoing challenges of the increased digitalization, automation and robotization that impact the manufacturing industry's emergent need of high-qualified practitioners. Digitalization also challenges universities to open up to external collaboration and to design blended e-learning targeting industry knowledge needs. The studies take up on such challenges and explore inter-organizational collaborations and forms of knowledge construction to strengthen engineering competences integrated inwork in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformations. The objective is to explore how mutual construction of knowledge emerge through learning activities between multiple actors in a joint industry-university collaborative e-learning practice. The empirical setting is a new type of collaborative course concept developed within the project ProdEx. The project comprise a network of industries and one university in a longitudinal design and implementation process of blended and work-integrated e-learning. This initiative was explored with a collaborative action research approach integrated with five studies, from four perspectives, the industry managers, the practitioners, the research teachers and the course unit. Negotiated knotworking, from cultural-historical activity theory, became a central theoretical concept and a working tool to examine how managers, practitioners and research teachers together negotiated production technology knowledge content and e-learning design towards future workplace transformations. This concept was used to further understand how co-construction of knowledge was developing over time into a richer concept. The results contributes to a wider understanding of how co-construction of knowledge in an e-learning design practice was developing into stronger relations between actors and into more stable courses. Real learning cases and digital labs support theory-practical intertwining of mutual learning of active participation between practitioners and ix research teachers. Initial e-learning technology failures and pedagogical mistakes in the courses were easier to overcome, than issues concerning continuous company support for course participation. Matching industry competence needs with university research fields is continuously challenging. Practitioners' aiming for personal continuous competence development on university level created critical and high-qualitative performances and valuable engagement throughout the process of co-construction of knowledge. The knowledge co-construction became a two-way development, pushing research teachers to active involve and consider practitioners' industry experiences concerning learning content, pedagogical strategies and e-learning forms. While earlier research has discussed the problems of crossing boundaries between industry and university, overall findings show that industry and university actors are crossing boundaries when they mutually co-construct knowledge in an elearningpractice. Co-construction of knowledge entail mutual trust, sideways and interactive learning in a collaborative context. The main contribution suggested in the thesis is that co-constructing expertise entail three levels of activities among actors; to have insight into the purposes and practices of others (relational expertise), the capacity to transform the problems of a practice and together build common knowledge (distributed expertise), and finally the capacity of mutually co-construct knowledge acted upon in practice towards work-integrated transformations (co-constructing expertise).
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| 9. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration
- 2018
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Ingår i: International Journal of Advanced Corporate Learning. - : International Association of Online Engineering. - 1867-5565. ; 11:1, s. 10-16
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Tidskriftsartikel (refereegranskat)abstract
- Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners' learning in everyday work, i.e. work-integrated learning.Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry targeted e-learning courses. The study is part of alongitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.
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