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Social learning in cluster initiatives
Competitiveness Review Pub Date : 2020-10-19 , DOI: 10.1108/cr-10-2019-0099
Malgorzata Rozkwitalska , Anna Lis

Purpose

The purpose of this paper is to portray social learning in cluster initiatives (CIs), namely, to explore, with the lens of the communities of practice (CoPs) theory, in what ways social learning occurs in CIs and discover how various CoPs emerge and evolve in CIs to facilitate a collective journey in their learning process. Subsequently, the authors address the following research questions: In what ways does social learning occur in CIs? How is social learning facilitated through the emergence and evolution of various CoPs in CIs?

Design/methodology/approach

The study applies the abduction approach for the interpretation of the collected data and attempts to create the best explanations for the observations on the basis of the CoP theory. The qualitative study of four CIs helped to identify various ways that social learning occurs in CIs and the role of the identified CoPs in the process. Social learning is portrayed as a collective journey within and between CoPs, where the interactions of their members deepen their level of involvement and help them to enhance learning in their CoP.

Findings

The paper shows ways that social learning occurs in CIs and describes the role of CoPs. It identifies three types of CoPs in CIs: participants, cooperators and locomotives. Additionally, it documents different ways of social learning in CIs, namely, one-way or two-way information transfer and raising awareness; demonstrating and inspiring; or motivating and educating. It also shows that while potentially every member of a CI has access to these practices, only a limited number of members are actually involved. Social learning in CIs is selective and some CI members accept their role as more peripheral in their CI.

Research limitations/implications

The research shows the application of the CoP theory to the analysis of social learning in CIs, a peculiar type of clusters. It describes how CoPs in the studied CIs varied in terms of the occurrence of learning. Furthermore, it reveals how social learning related to the level of involvement of CI members, namely, with an increase of involvement, the members formed more selective CoPs and strengthened their social learning. Nevertheless, the qualitative approach in the study and the specific sample of the CIs chosen for the analysis do not allow a generalization of the findings.

Practical implications

Although in different CoPs social learning occurs in different ways, at each stage of the development of CIs, the learning process is carried out on the basis of interactions created among members. Therefore, it is important to support the “soft” forms of cooperation within CIs – involving members in activities and developing interactions. In addition, to ensure the growth of their entire CI, coordinators should create conditions for the development of existing CoPs into higher forms, which better support learning. They should also adopt boundary-spanning roles between various CoPs to strengthen social learning in CIs.

Originality/value

The literature on CIs, which are peculiar forms of clusters, is still underdeveloped. The research fills in the gap concerning the ways social learning occurs in CIs. It shows that selectiveness can be observed in this process, and emphasizes the role of interactions developed through CoPs and the benefits offered by them. The study applies the CoP approach. Consequently, it expands the theoretical base in view of the generally lacking studies on social learning in CIs in the literature on clustering. Because the CoP theory has rarely been applied in the management literature, it also augments this specific field.



中文翻译:

集群举措中的社会学习

目的

本文的目的是描述集群计划 (CI) 中的社会学习,即从实践社区 (CoP) 理论的角度探索 CI 中社会学习的发生方式,并发现各种 CoP 如何出现和在 CI 中发展,以促进他们学习过程中的集体旅程。随后,作者解决了以下研究问题:社会学习在 CI 中以什么方式发生?CI 中各种 CoP 的出现和演变如何促进社会学习?

设计/方法/方法

该研究应用溯因法来解释收集到的数据,并试图在 CoP 理论的基础上对观察结果做出最佳解释。对四个 CI 的定性研究有助于确定 CI 中发生社会学习的各种方式以及已确定的 CoP 在此过程中的作用。社会学习被描述为 CoP 内部和之间的集体旅程,其中成员的互动加深了他们的参与水平,并帮助他们加强了 CoP 的学习。

发现

该论文展示了 CI 中发生社会学习的方式,并描述了 CoP 的作用。它在 CI 中确定了三种类型的 CoP:参与者、合作者和机车。此外,它还记录了 CI 中社会学习的不同方式,即单向或双向信息传递和提高认识;示范和鼓舞人心;或激励和教育。它还表明,虽然 CI 的每个成员可能都可以访问这些实践,但实际参与的成员数量有限。CI 中的社会学习是有选择性的,一些 CI 成员认为他们在 CI 中的角色更次要。

研究限制/影响

该研究显示了 CoP 理论在 CI(一种特殊类型的集群)中的社会学习分析中的应用。它描述了所研究 CI 中的 CoP 如何在学习发生方面发生变化。此外,它还揭示了社会学习如何与 CI 成员的参与程度相关,即随着参与程度的增加,成员形成了更多的选择性 CoP,并加强了他们的社会学习。然而,研究中的定性方法和为分析选择的 CI 的特定样本不允许对结果进行概括。

实际影响

尽管在不同的 CoP 中,社会学习以不同的方式发生,但在 CI 发展的每个阶段,学习过程都是在成员之间建立互动的基础上进行的。因此,重要的是支持 CI 内的“软”合作形式——让成员参与活动和发展互动。此外,为了保证整个 CI 的成长,协调员应该创造条件将现有的 CoP 发展为更高的形式,更好地支持学习。他们还应该在各种 CoP 之间扮演跨界角色,以加强 CI 中的社会学习。

原创性/价值

作为集群的特殊形式的 CI 的文献仍然不发达。该研究填补了有关 CI 中社会学习方式的空白。它表明在此过程中可以观察到选择性,并强调通过 CoP 开发的交互作用及其提供的好处。该研究采用了 CoP 方法。因此,鉴于聚类文献中普遍缺乏对 CI 中社会学习的研究,它扩展了理论基础。因为 CoP 理论很少在管理文献中应用,它也扩展了这个特定领域。

更新日期:2020-10-19
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