Adult Learning in Innovative Organisations

Autor/in	Sutherland Olsen, Dorothy
Titel	Adult Learning in Innovative Organisations
Quelle	In: European Journal of Education, 51 (2016) 2, S.210-226 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12170
Schlagwörter	Foreign Countries; Adults; Educational Innovation; Workplace Learning; Learning Activities; Educational Environment; Human Resources; Personnel Management; Skill Development; Job Training; Informal Education; Material Development; Creativity; Communication Skills; Intercultural Communication; Cultural Awareness; Case Studies; Qualitative Research; Interviews; Norway + Suchen Sie Ihr Suchwort? Ausland; Instructional innovation; Bildungsinnovation; Lernaktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Humankapital; Personalmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsqualifizierender Bildungsgang; Informelle Bildung; Nichtformale Bildung; Lehrmaterialentwicklung; Kreativität; Kommunikationsstil; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Norwegen
Abstract	The relationship between learning and innovation has been a central theme in studies of innovation (Fagerberg et al., 2005, Borras & Edquist, 2014, Lundvall & Johnsen, 1994). Studies of the workplace have also claimed a relationship between skills or training and a firm's ability to innovate (Toner, 2011). Recent studies of innovation in European firms (Arundal et al., 2007) included surveys on organisational contexts and suggested that some organisational forms were especially conducive to learning and innovation. Studies of the learning context or of training and skills development often refer to, or make assumptions about learning, without explaining who is learning or how this learning is occurring. This article supplements some of these earlier surveys by carrying out in-depth qualitative studies of learners in innovative organisations in Norway. The organisation of activities and the learning environments are analysed. This is supplemented by information on local HRM practice and strategies for skills development and training. The data include information on formal and informal learning of participants working within product development. We then discuss how these workers draw upon their learning in their everyday work and how their everyday work provides the opportunity for new learning. By linking HRM and innovation, this article offers a novel way of studying adult learning in the workplace and adds to our understanding of how it contributes to economic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01