Abstract
This paper argues that managing technological change involves creative improvisation. Managers of technological change inevitably act as bricoleurs who 'make do' in context as they act as brokers between different technological frames, social worlds and political interests. To improve their skills in this process, it is important that they are better educated in these skills and practices. This paper argues that such educational goals in technology projects are appropriately pursued through the creation of supportive situated learning environments and identifies and explores five sociological elements which are critical in creating that condition.
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