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Purpose This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers. Design/methodology/approach A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union–management relations constitute a formal system for building learning organizations. Findings This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers’ associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades. Originality/value Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.
Purpose This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union–employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers. Design/methodology/approach A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union–management relations constitute a formal system for building learning organizations. Findings This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers’ associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades. Originality/value Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.
In Denmark, there has been an increased focus in education and guidance policy on teachers' responsibilities concerning career and career education. Teachers are now expected to integrate career education into the curriculum across the educational sector. This study investigates how teachers and students construct career learning as a new educational concept and how teachers integrate or fail to integrate it into the curriculum and their everyday practice. The empirical foundation of this paper is an ethnographic study that consists of observations and interviews with ten teachers and thirteen students in Danish upper secondary education. Through a semantic analysis inspired by Niklas Luhmann, an analytical framework of six semantic positions within career and guidance theory was developed. These were "choice", "adaption", "development", "learning", "change", and "coincidence". This study indicates that Danish students and teachers construct career learning differently. Five categories describe the students and teachers conflictual. These revolved around an ongoing conflict about the helpfulness or harmfulness of career learning. While students tend to construct career learning as helpful through the semantics of "choice", "development", and "adaptability", the teachers predominantly saw this construction as harmful -to the students and their practice. Instead, the teachers sought to construct career learning concerning the semantics of "learning" and "change" -or reject it as an educational concept. ABSTRAKTI Danmark er der igennem de seneste år kommet et øget fokus på laereres ansvar i relation til studerendes karrierekompetence og karrierelaering, og i dele af uddannelsessektoren forventes det nu, at laerere integrere f.eks. karrierelaering i deres undervisning. Dette studie har til formål at undersøge, hvordan laerere og elever i gymnasieskolen konstruerer karrierelaering som begreb i relation til deres undervisning. Empirisk hviler studiet på en etnografisk undersøgelse bestående af observationer og interviews med 10 laerere og 13 elever på tre forskellige case-gymnasier. Den teoretiske ramme bygger på Niklas Luhmanns systemteori. Med udgangspunkt i teorien udvikles der en analytisk ramme for karriere-og vejledningsteori bestående af seks semantiske positioner; "valg", "tilpasning", "udvikling", "laering", "forandring" og "tilfaeldighed". Studiet peger på, at elever og laerere konstruerer karrierelaering forskelligt. Med udgangspunkt i de semantiske positioner identificeres der fem områder, der alle
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