Crossing power and knowledge boundaries in learning and knowledge sharing

Filstad, Cathrine; Simeonova, Boyka; Visser, Max

doi:10.1108/tlo-02-2017-0024

Cited by 19 publications

(25 citation statements)

References 23 publications

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“…Particularly, in this specific case, as well as found in other cases reported in the literature [41,42,55,56] we also noticed that language-related boundaries as well as the different views on the problem were very pronounced between involved social actors, since it is (1) a typically multifaceted territorial problem involving many different actors and (2) takes place in a vulnerable context in which there are accentuated cultural differences.…”

Section: The Main Boundary Object: the Degradation Of The Taquara Strsupporting

confidence: 81%

Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability

et al. 2020

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Territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.Sustainability 2020, 12, 3000 2 of 19 different interests, forms of knowledge, systems of practice, capacities for articulation, and influence in decision-making [7][8][9][10][11].Territory is understood here as an entity emerging from the interconnected dynamics between society and nature [12,13] and regarded as an important concept for critically reflecting on the socio-environmental processes enacted by initiatives towards urban river regeneration. The territory is formed by the interplay of diverse systems of practice, ideologies, and forces engendered by the social actors interacting and co-producing these evolving socionatural spaces [14]. It implies diverse modes of collaboration, forms of appropriation, and power relations [15,16]. From this standpoint, we argue that initiatives aiming at the transformation of the harsh reality engendered by the degradation of urban rivers must be comprehended not just in terms of the desired concrete biophysical changes they should achieve but as actions embedded in territories that deal with territorial issues and all the complexity conveyed by this notion.The search for solutions to such territorial problems implies collaborative efforts and the crossing of boundaries established by actors that act relatively independently from diverse spheres of knowledge and practice [9,11,[17][18][19]. Such boundary crossing can take place when a group composed of representatives of different social actors act in concert, interact and conduct dialogue, critically reflect together, and collectively learn [20,21] so as to co-create sustainability-oriented solutions...

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Section: The Main Boundary Object: the Degradation Of The Taquara Strsupporting

confidence: 81%

Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability

et al. 2020

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“…The case study confirmed that creative abrasion is unavoidable when people antagonize each other's interests. A recent case study (Filstad et al, ) of bureaucratic and hierarchical public organizations confirmed Carlile's () theory that differences between actors result in negotiations over existing practices and the creation of new knowledge. Those findings can be considered similar to ours because both reveal that new practices that are consistent with common interests emerge as a result of creative friction.…”

Section: Discussionmentioning

confidence: 63%

“…In fact, more than 90% of organizational learning studies published in major journals from 2000 to 2010 were quantitative (Alok, ). One recent study (Filstad, Simeonova, & Visser, ) suggested that some organizational learning tools (e.g., social media) serve as mere tools of information transfer and do not lead to the development of common meanings and practices among members.…”

Section: Introductionmentioning

confidence: 99%

Transforming I into we in organizational knowledge creation: A case study

Ahn

Hong

2019

Human Resource Dev Quarterly

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“…The succession of these 4 capsules mirrors the 4 principle concepts promoted by the model of organisational management proposed in the ShareLab (Fig. 2), namely (1) shared awareness (Carroll et al 2003), ( 2) sharing (Filstad et al 2018), (3) common ground (Murer et al 2014) and (4) cognitive and operational synchronisation (Darses and Falzon 1996).…”

Section: Bim'sharelab Principlesmentioning

confidence: 72%

BIM’ShareLab: A Framework for Advanced BIM Training

Rajeb

Leclercq

2019

Lecture Notes in Computer Science

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This paper presents a framework for advanced BIM training, considering the organisational changes brought by this new collaborative design strategy in companies involved in the process of a building project. The training focus concerns an extensive understanding of the impacts of BIM on current practices. The training framework is described through its 4 capsules/concepts promoted by organisational management proposed in the ShareLab between actors: awareness, sharing, common ground, cognitive and operational synchronisation. The method has been applied in 9 participative workshops and has proven to be successful with positive feedbacks from about its originality and efficiency.

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Crossing power and knowledge boundaries in learning and knowledge sharing

Cited by 19 publications

References 23 publications

Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability

Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability

Transforming I into we in organizational knowledge creation: A case study

BIM’ShareLab: A Framework for Advanced BIM Training

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