| 1. |
- Hansson, Agneta, et al.
(författare)
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Lärdomar av utvecklingsnätverk – spridning av erfarenheter : Slutrapport: Oktober 2008
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under 2003 fick CIEL – Centrum för Innovation, Entreprenörskap och Lärande – vid Högskolan i Halmstad finansiering från Vinnova för ett forskningsprojekt om utvecklings- och innovationsnätverk i Halland. Projektet fick namnet Lärande, ledarskap och jämställdhet i regionala innovationssystem och resulterade år 2007 i en rapport. Efter projektets slut väcktes tanken om att ytterligare sprida erfarenheterna från arbetet till olika utvecklingsaktörer i länet. Nya medel från Vinnova gjorde en sådan fortsättning möjlig.Projektet Lärdomar av utvecklingsnätverk – spridning av erfarenheter genomfördes under 2008 och syftade till att på ett reflekterande sätt sprida och diskutera erfarenheter från modeller och ansatser för innovationsledd tillväxtpolitik. De aspekter som stod i fokus var ledning, lärande och jämställdhet. Projektets mål var att öka medvetenheten hos utvecklingsaktörer i Halland om betydelsen av dessa aspekter samt att skapa en dialog om konkreta åtgärder vid planering av framtida projekt och program.
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| 2. |
- Holmquist, Mats, 1954-
(författare)
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Collective Learning in Innovative Networks
- 2005
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There are different forms for boundary-crossing learning in and between organizations. One growing form is network. This paper will present a study of collective learning in two innovative networks at the west coast of Sweden. One network is about regional health and growth, the other about leadership development among general directors. Representatives from different organizations meet to learn from each other’s practice. How does this learning take place? What supports and what prevents it? Does it have any effects in their own organizations? Data has been collected through questionnaires, observations, systematic reflections and focus interviews. Results show that the participants express great satisfaction with their outcomes on a personal base. It gives them inspiration, ideas, knowledge and contacts. It also gives them support, strength and self-confidence. One important factor in this context is differences. The participants are coming from different organizations, have different perspectives and experiences. The findings show interesting variances between the two networks that has effects on the type of learning. A problem is the transformation of learning from the network, by the participants into their organizations. There seems to be some important learning barriers. This will be further discussed in the paper.
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| 3. |
- Holmquist, Mats, 1954-
(författare)
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Interactive research and joint learning for practical contributions
- 2009
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Ingår i: Journal of Workplace Learning. - Bingley, West Yorkshire : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 21:3, s. 240-251
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to examine whether universities can find ways to make more practical contributions through collaboration, collective reflection and joint learning. Design/methodology/approach – The approach takes the form of action research and cooperation in three different development networks in Sweden. Data are analyzed by theories on science in society, organizational learning, dialogue and reflection. Findings – Results show that the participants in the networks reduced their insecurity and increased their competence to handle change. The dialogue, exchange of experiences and systematic reflections gave ideas, knowledge and contacts that supported them in their work life and inspired them to take development action. Research limitations/implications – Researchers can contribute to the development process by acting as facilitators and using interactive methods for joint learning. Coming from different cultures and aiming to collaborate under equal and democratic conditions, all involved actors must have an attitude that is humble and free of an assumed prestige. Practical implications – External development networks with university participation can be a useful tool for internal development. Originality/value – Interactive research is a possible way for universities to make practical contributions at work. All academics who work with applied research should consider this approach.
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| 4. |
- Holmquist, Mats, 1954-, et al.
(författare)
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Researchers and Practitioners Learn Together in a Process of Joint Knowledge Creation
- 2007
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Ingår i: Researching Work and Learning. - Bellville : University of the Western Cape: Division for Lifelong Learning. - 9781868086580 - 1868086585 ; , s. 341-347
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In 1997 a new university law imposed Swedish universities a third mission. In addition to research and teaching, universities now have to “collaborate with the surrounding society”.This new law was quite indistinct which raises questions about how, how much and in what way the co-operation between university and society should be performed. What obstacles and possibilities are there for real deep cooperation between such different cultures as the academic sector, the commercial private sector and the political public sector?In our paper we reflect upon the collaboration between research and practice from two different processes where we have been involved as action researchers. Both these processes were aimed to bridge the gap between the academic world and the industry and public sector. We reflect upon our role as researchers in relation to the role of the practitioners. What were our different incentives and expectations when entering a joint learning process? What did we learn and what different knowledge was there to serve our different needs?We discuss the two cases by highlighting the research methods, where researchers and practitioners in joint action take part in development processes, and how these processes both contribute theoretical knowledge and practical knowledge to as well academy as working life. But we also discuss the difficulties in handling the role as action researcher and the problems faced when people from different cultures and with different expectations act together.
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