Abstract
The objective of this theoretical essay is to propose the inclusion of the interorganizational learning level (IOL) in the analytical model of learning, legitimizing the proposal to Crossan et al. (1995), Knight (2002) Bapuji and Crossan (2004) and Knight and Pye (2005). The IOL in the learning continuum process was identified by Crossan et al. (1999), but not included in the analytical conceptual framework. This study is done for this reason, besides the intention of enhancing this fourth level of learning. The said proposal contributes to the advancement of knowledge on management and to understand the IOL in interorganizational relationships, also presenting the categories of analysis to studies in this level of theme.
Highlights
This theoretical essay is intended as contribution to study of interorganizational learning
In the context the comprehension of the interorganizational learning processes (IOL) between the different role players becomes a relevant subject, in view of the fact that it is a complex, little explored phenomenon that opens an interesting space for diverse investigations and for many years (Inkpen & Tsang, 2007)
In view of the above the scope of analysis of IOL, this being understood to be part of a continuum of organizational learning at a level identified by Crossan et al (1995) but not included in the analytic conceptual framework presented by the authors
Summary
This theoretical essay is intended as contribution to study of interorganizational learning. Throughout the last ten years the focus of studies on organizational learning (OL) have moved constantly away from interorganizational learning to multi and inter organizational learning, without attaining conceptual depth (Engestro & Kerosuo, 2007) Does it deal with a complex subject but it encompasses a plurality of concepts in view of the tenuous difference between them and the superposition of theories in the studies on interorganizational relations (Cropper, Ebers, & Huxham, 2008). In view of the above the scope of analysis of IOL, this being understood to be part of a continuum of organizational learning at a level identified by Crossan et al (1995) but not included in the analytic conceptual framework presented by the authors. The study is finalized with the final comments and sources used in this study
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