Home > Research > Publications & Outputs > Temporal dynamics of situated learning in organ...
View graph of relations

Temporal dynamics of situated learning in organizations

Research output: Contribution to journalJournal article

Published

Standard

Temporal dynamics of situated learning in organizations. / Lervik, J; Fahy, K; Easterby-Smith, M P V.

In: Management Learning, Vol. 41, No. 3, 07.2010, p. 285-301.

Research output: Contribution to journalJournal article

Harvard

APA

Vancouver

Author

Lervik, J ; Fahy, K ; Easterby-Smith, M P V. / Temporal dynamics of situated learning in organizations. In: Management Learning. 2010 ; Vol. 41, No. 3. pp. 285-301.

Bibtex

@article{7c9b1f62a3674d349bfdab0f8fa1f752,
title = "Temporal dynamics of situated learning in organizations",
abstract = "Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.",
keywords = "communities of practice , entrainment , situated learning , temporal structures , time in organizations",
author = "J Lervik and K Fahy and Easterby-Smith, {M P V}",
year = "2010",
month = jul
doi = "10.1177/1350507609357004",
language = "English",
volume = "41",
pages = "285--301",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Temporal dynamics of situated learning in organizations

AU - Lervik, J

AU - Fahy, K

AU - Easterby-Smith, M P V

PY - 2010/7

Y1 - 2010/7

N2 - Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.

AB - Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.

KW - communities of practice

KW - entrainment

KW - situated learning

KW - temporal structures

KW - time in organizations

U2 - 10.1177/1350507609357004

DO - 10.1177/1350507609357004

M3 - Journal article

VL - 41

SP - 285

EP - 301

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 3

ER -