Interorganizational Learning Processes Research Articles

University–industry collaborations as processual inter-organizational learning: implications of the third context

PurposeThe purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university–industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer.Design/methodology/approachTo fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed.FindingsThe third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors’ recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university–industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations.Originality/valueThe paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university–industry collaboration.

Towards an increased understanding of learning: a case study of a collaborative relationship between a retailer and a logistics service provider

PurposeThis study aims to explain how learning occurs in collaborative retailer–logistics service provider (LSP) relationships. The research is guided by two research questions, addressing absorptive and desorptive capacities and the interaction between these capacities.Design/methodology/approachThe study is based on a case study of a Swedish, collaborative retailer–LSP dyad. The empirical data are structured around five specific learning situations within the retailer–LSP dyad.FindingsThe findings provide an explanation for how learning occurs within a collaborative retailer–LSP relationship based on subprocesses of absorptive and desorptive capacities. The interaction between these processes is found to rely on two types of support: one-directional and bidirectional. The findings also indicate positive outcomes of learning, such as improved cost efficiencies in warehouse operations, better customer services and improved long-term strategic planning.Practical implicationsThis study shows how retailers and LSPs can learn from each other and together create an improved logistics system for end customers.Originality/valueThis research takes into account absorptive and desorptive capacities in a collaborative retailer–LSP relationship. This study enhances the understanding of inter-organisational learning processes in a retail logistics context.

From Barriers to Enablers: The Role of Organizational Learning in Transitioning SMEs into the Circular Economy

To contribute to small and medium enterprises’ (SMEs) sustainable transition into the circular economy, the study proposes the activation of organizational learning (OL) processes—denoted here as multi-level knowledge creation, transfer, and retention processes—as a key phase in introducing circular business models (CBMs) at SME and supply chain (SC) level. The research employs a mixed-method approach, using the focus group methodology to identify contextual elements impacting on CBM-related OL processes, and a survey-based evaluation to single out the most frequently used OL processes inside Italian construction SMEs. As a main result, a CBM-oriented OL multi-level model offers a fine-grained understanding of contextual elements acting mutually as barriers and drivers for OL processes, as possible OL dynamics among them. The multi-level culture construct—composed of external stakeholders’, SC stakeholders’, and organizational culture—identify the key element to activate CBM-oriented OL processes. Main implications are related to the identification of cultural, structural, regulatory, and process contextual elements across the external, SC, and organizational levels, and their interrelation with applicable intraorganizational and interorganizational learning processes. The proposed model would contribute to an improved implementation of transitioning into the circular economy utilizing sustainable business models in the construction SMEs.

Understanding innovation diffusion and adoption strategies in megaproject networks through a fuzzy system dynamic model

Innovation and knowledge diffusion in megaprojects is one of the most complicated issues in project management. Compared with conventional projects, megaprojects typically entail large-scale investments, long construction periods, and conflicting stakeholder interests, which result in a distinctive pattern of innovation diffusion. However, traditional investigation of innovation diffusion relies on subjective feedback from experts and frequently neglects inter-organizational knowledge creation, which frequently emerges in megaprojects. Therefore, this study adopted project network theory and modeled innovation diffusion in megaprojects as intra- and inter-organizational learning processes. In addition, system dynamics and fuzzy systems were combined to interpret experts’ subject options as quantitative coefficients of the project network model. This integrated model will assist in developing an insightful understanding of the mechanisms of innovation diffusion in megaprojects. Three typical network structures, namely, a traditional megaproject procurement organization (TMO), the environ megaproject organization (EMO), and an integrated megaproject organization (IMO), were examined under six management scenarios to verify the proposed analytic paradigm. Assessment of project network productivity suggested that the projectivity of the TMO was insensitive to technical and administrative innovations, the EMO could achieve substantial improvement from technical innovations, and the IMO trended incompatibly with administrative innovations. Thus, industry practitioners and project managers can design and reform agile project coordination by using the proposed quantitative model to encourage innovation adoption and reduce productivity loss at the start of newly established collaborations.

Under What Conditions Do Rural Schools Learn From their Partners?

This case study was designed to explore the strategies and actions that high performing schools with sustainable results employ at the district level in a rural part of Norway. The district subjected to the study is characterised by small municipalities and a scattered population, with a few small school administrative units, which might be a challenging context for sustainability and improvement. In response, the districts developed collaborative structures to increase collective learning capacity. The research design involved a collective case study, and it draws on data from interviews with school leaders at the municipal level and local school policy documents. The findings suggest that Norwegian school district actors can facilitate school improvement by shaping collaborating cultures, inter-organisational learning processes and educational infrastructures. Furthermore, the findings highlight the schools’ ability to recognise and value new knowledge from external sources, such as academic institutions and partner schools, assimilate novelties across boundaries and, eventually, utilise these for strategic or operational ends to enhance an organisation’s absorptive capacity. Finally, the findings indicate that superintendents can play important roles through boundary-spanning and gatekeeping activities.

From Individual Learning to Interorganizational Learning: Proposition of an Analysis Framework

The focus of this study is in the search for trying to understand how the individual, organizational and interorganizational learning processes occur in two horizontal networks of the agribusiness retail chain that belong to the supermarket segment. Therefore, The objectives of this paper are: (i) suggesting a learning process analysis framework among organizations that establish horizontal interorganizational relationships, articulating learning on the individual, organizational and interorganizational levels, and applying it to networks, and; (ii) establishing relationships between the constructs and the categories that constitute the framework. This research is characterized by its qualitative and exploratory nature, and the method adopted is the study of multiple cases. The data were collected through questionnaires, interviews, documental analysis and learning stories. In order for the learning process to advance on an interorganizational level, the research results indicated the importance of: strategic behaviors related to collaboration; learning through the interactive method and; greater valorization of the learning elements of the behavioral-social dimension, mainly the key element of trust in the relationships.

Dilution of innovation utility, reinforcing the reluctance towards the new: An upstream supplier perspective on a fragmented electricity industry

This paper inquires into how a reorganization of the value chain running from client-utilities to equipment suppliers within the electricity industry has altered the conditions for diffusing/adopting technological innovation. Through an interview-based qualitative case study of the development and diffusion of high-voltage switchgear, it provides a supplier perspective on how the downstream capacity to recognize and assess the potential value of innovations has fared in the face of downsized utility organizations, seeking to cut costs through aggressive outsourcing of engineering, procurement and construction activities. Highlighting how relations between end-clients and upstream suppliers – following a strategic orientation towards activities considered to be core – increasingly have become mediated by consultants and project-based contractors, the narrative analysis first suggests that this has stolen the industry of important inter-organizational learning processes. This in ways that have reduced the ‘absorptive capacity’ of the utilities sector. Second, the analysis suggests that the contractual form that has come to dominate infrastructure projects further works to de-incentivize the adoption of new technology, by diluting the perceived utility of innovation across the array of actors populating the value chain. Thirdly, the paper calls for renewed policy measures to deal with this reinforced reluctance towards the new.

The Learning Organization

Abstract Why do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions (limits, implications etc): Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning. (cf. Liebsch 2011:124). Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. (cf. Unger 2002: 38). Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur. (cf. Unger 2002: 39). In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes. (cf. Liebsch 2011: 124).

Linking action learning and inter-organisational learning: the learning journey approach

The article presents and illustrates the learning journey (LJ) – a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of practitioners from 6 to 8 organisations, the LJ visits each of the organisations to explore management practices, taking into account their particular organisational context and challenges. Following a sequence of (a) becoming aware of the particular organisational context, (b) learning about established management practices and (c) working on a current challenge as ‘comrades in adversity’, the article introduces and illustrates the LJ approach. The article closes with a discussion of the approach's challenges and implications for research on – and development of – inter-organisational learning processes.

The reconfiguration of practical knowledge in competitive alliances

The nature and value of knowledge transfer and inter-organisational learning processes within cooperative alliances are well known. Less attention, however, has been paid to inter-organisational learning processes within 'competitive collaborations'. Particularly, the nature and extent of information system use within inter-organisational knowledge management practices has been under-explored. In this paper, we use a micro-political change lens to reveal the nature of inter-organisational learning and practical knowledge transformation. Drawing upon two case studies of competitive alliances in the retail sector, our findings suggest that inter-organisational learning and practical organisational knowledge transfer is uneven at an operational level. We investigate the relationship between value creation and inter-organisational information system use in competitive collaboration processes and argue that further development of competitive alliance theory at the sub-organisational level is required.

Transaction costs and organisational learning in strategic outsourcing relationships

The present paper examines the role of organisational learning and transaction costs economics in strategic outsourcing decisions. Interorganisational learning is critical to competitive success, and organisations often learn more effectively by collaborating with other organisations. However, learning processes may also complicate the process of forming interorganisational partnerships which may increase transaction costs. Based on the literature, the authors develop refutable implications for outsourcing supply chain logistics and a sample of 121 firms in the supply chain logistics industry is used to test the hypotheses. The results show that trust and transaction costs are significant and substantial drivers of strategic outsourcing of supply chain logistics (a strategic flexibility action). Learning intent and knowledge acquisition have no significant influence on the decision to outsource supply chain logistics. The paper concludes with a discussion of the different and often conflicting implications for managing interorganisational learning processes.

Industrial districts and delocalisation: how to manage the cultural diversity

The research question of this paper refers to the management of potential cultural diversity problems arising from the increasing delocalisation processes of Italian industrial district firms. It is argued that these firms can decrease such cultural distance with their new foreign partners via the activation of knowledge exchanges and interorganisational learning processes, spreading the human capital (on a corporate level) and the district social capital (on a macro level). Indeed, while the former reduces the interfirm distance, the latter eases the approach of the Italian firms with their new hosting localities. Based on such insights, the paper suggests a theoretical proposal, supported by practical evidence. The main result is a four-step managerial process based on intangible factors for mitigating cultural differences.

Intra- and interorganisational learning processes: an empirical comparison

The organisational learning literature has so far focused primarily on intraorganisational learning processes. However, during the last 10 years or so, a growing number of organisational learning studies have focused explicitly on interorganisational learning. So far this literature has concentrated on the requirements for such learning. Little attention has been devoted to examining the potentially unique dynamics of interorganisational learning processes. Consequently, few if any studies have examined whether interorganisational learning processes differ from traditional intraorganisational learning and, if so, in what respects. The purpose of this paper is to make an empirical comparison between intra- and interorganisational learning processes by drawing on a longitudinal qualitative case study of experiential learning processes within and between a business organisation and its partners, continued over a period of 3 years.

It's All in the Name: Failure-Induced Learning by Multiunit Chains

We examine factors leading multiunit chains to adopt a common naming strategy, that is, naming components in a manner that identifies them with each other and the overall chain, rather than a local naming strategy that identifies a chain's components with their locations but not each other. Because chains' naming strategies have been shown to be critical to their success, we examine the effects of component failures on naming strategies. We advance organizational and interorganizational learning processes to explain chains' adoption of local naming strategies, which stress local adaptation, or common naming strategies, which emphasize standardization. In contrast to past research emphasizing learning from success, we focus on learning from the failure of strategy, specifically, the failure of a chain's own and other chains' commonly and locally named components. Two fundamental results emerge from our analysis of Ontario nursing home chains' naming strategies from 1971 to 1996. One is that nursing home chains learned from their own and others' failures, and the second is that the chains learned less from failures when they had a historical investment in the failing strategy.

Experiential Learning Processes of Exploitation and Exploration Within and Between Organizations: An Empirical Study of Product Development

This article examines a fundamental characteristic of modern organizations: the dynamics of exploitation and exploration in intra- and interorganizational learning processes. Exploitation is about creating reliability in experience, and thrives on productivity and refinement. Exploration is concerned with creating variety in experience, and thrives on experimentation and free association. The findings of a case study on product development within a leading Scandinavian software producer and its interorganizational collaborations with business partners suggest how experiential learning processes of exploitation and exploration within the organizations concerned generate interorganizational exploitation and exploration. Conversely, the data suggest how exploitation and exploration between the organizations generate intraorganizational exploitation and exploration. A conceptual framework describing the nature of such learning dynamics is proposed. This framework emphasizes that experiential learning is a driving force behind much intra- and interorganizational change in the form of transformations between exploitation and exploration.

A Dynamic Model of Intra-and Interorganizational Learning

Two themes characterize the organizational learning literature: one focuses on intra organizational learning processes, and another focuses on inter organizational learning processes. This article stresses the need to cross-fertilize these themes of organizational learning by proposing a dynamic model of organizational learning within and between organizations. This cross-fertilization is important in order to understand how organizations may cope with the fundamental organizational learning problem of addressing exploitation and exploration, i.e., to create both reliability and variety in experience. In this article it is proposed that exploitation and exploration occur both within and between organizations and that they are deeply interlaced through intra-and interorganizational learning processes.

Interorganizational learning systems

The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology.