Discursive manifestations of contradictions in organizational change efforts

Engeström, Yrjö; Sannino, Annalisa

doi:10.1108/09534811111132758

Cited by 391 publications

(434 citation statements)

References 22 publications

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“…According to Engeström & Sannino (2010) contradictions are historically evolving tensions that can be detected and dealt with in real activity systems (p. 4) through their manifestations (Engeström & Sannino, 2011). There are four types of inner contradictions in CHAT (Engeström, 2015):…”

Section: Theoretical Frameworkmentioning

confidence: 99%

From professors’ barriers to organisational conditions in ICT integration in higher education

Guzmán

Nyvang

2018

LOM

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The responsibility of innovation with ICT in education has mainly been placed on professors as pivotal to adoption. However, professors are part of complex organisations with inherent obstacles related to their cultural and historical conditions. Despite some studies have stablished the complexity of internal and external barriers separately, others highlight on the importance of considering teachers' beliefs and contextual factors together. In this regard, the article aims to explore the underlying organisational factors affecting professors' adoption and institutional integration of technology, considering the professor as part of the organization. It contributes to the field of limitations and obstacles of ICT adoption, transcending the teachers' barriers approach toward organizational multi-dimensional limitations. The article describes the process of adoption of ICT as non-linear process of discovering barriers and proposing strategies to overcome them. Rather, as a process of development in which solving conflicts can generate other that must be contextually and collectively addressed. The findings contribute to the development of policies and strategies of professional development. The theoretical approach draws upon the cultural-historical activity theory as a tool to transcend the predominant study of barriers from teachers' perceptions and to obtain a comprehensive view of the obstacles restricting the adoption and integration of technology for teaching and learning purposes in higher education. Abstract in DanishDet videnskabelige personale har hidtal haft det centrale ansvaret for iktinnovation i universitetsuddannelser. Det videnskabelige personale indgår i komplekse organisationer med indbyggede forhindringer i form af kulturelle og historiske betingelser. Selvom nogle studier har adskilt interne og eksterne barrierer er der andre, som fremhaever at kontekstuelle betingelser og undervisernes personlige overbevisninger skal betragtes i en sammenhaeng. Denne artikel undersøger underliggende organisatoriske faktorers påvirkning af undervisernes adoption, ibrugtagning og institutionelle integration af ikt. Artiklen bidrager til afdaekning af begraensninger og forhindringer for adoption af ikt og bevaeger sig fra forståelsen af begraensninger og forhindringer som knyttet til individdet til at opfatte dem som organisatoriske multidimensionelle begraensninger. Denne artikel beskriver adoptionsprocessen som en ikkelineaer proces med afdaekning af barrierer og udvikling af strategier til at omgå dem. Processen opfattes her som en udviklingsproces, der løser konflikter eller ophaever modsaetninger mens nye opstår og de må håndteres med blik for konteksten og kollektivt i underviserfaellesskaber. Resultaterne bidrager til udvikling af politikker og strategier, der integrerer kompetenceudvikling og ikt-innovation blandt undervisere. Det teoretiske grundlag for artiklen er den kultur-historiske virksomhedsteori, Laering & Medier (LOM) -nr. 18 -2018 ISSN: 1903 http://www.lom.dk 3 der bruges som redskab...

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Section: Theoretical Frameworkmentioning

confidence: 99%

From professors’ barriers to organisational conditions in ICT integration in higher education

Guzmán

Nyvang

2018

LOM

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“…The second stimulus uses conceptual tools and models to analyze the mirror data (Virkkunen and Newnham, 2015). Participants generally replace or combine the conceptual models offered by the interventionists with formulated models or mediated conceptualizations (Engeström, 2011).…”

Section: Contextualization Of the Cultural-historical Activity Theorymentioning

confidence: 99%

“…The representation of the AS helped the participants to understand the relationships between that activity system's elements and the existing contradictions (Engeström and Sannino, 2011). Thus, the origins of the accidents and anomalies were explained in the triangular model, and the problems and disturbances described in the mirror data were brought to light (Engeström, 2007).…”

Section: Expansive Learning and Double Stimulation Seriesmentioning

confidence: 99%

Protagonismo Para Uma Compreensão Sistêmica Sobre Acidentes De Trabalho E Anomalias Organizacionais

2018

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Analyses of work accidents and organizational anomalies are traditionally based on external consultancy, or internal or external analysis, which generally fails in terms of the engagement and involvement of internal actors during the diagnosis or creating solutions. This paper aims to analyze if the interventionist method called Change Laboratory used in the analysis of organizational determinants and latent conditions of work accidents promotes agency and expansive learning of the involved actors, contributing to visualize/construct possible changes in the conception and development of the activity of construction of large buildings. Six sessions of Change Laboratory were analyzed to identify the micro-cycles of learning, facilitated by series of double stimulation. The sessions led to the engagement of the actors who created their own artefacts or appropriated the concepts or models, such as the timeline of the airport building, vicious circle, activity system, contradictions identified in origin of the anomalies and the possible solutions for future building projects. The study showed that the Change Laboratory can be used in systemic analysis of work accidents and anomalies. It is a powerful instrument for organizational collective learning when the group of actors becomes involved at comprehending, analyzing and creating solutions. Keywords agency; double stimulation; expansive learning; change laboratory; prevention of work accident.Resumo As investigações de acidentes e anomalias organizacionais são tradicionalmente baseadas em consultorias, análises internas ou externas às instituições que geralmente não conseguem engajamento e participação dos atores internos tanto no diagnóstico como na construção de soluções. Objetivou-se analisar se o método intervencionista Laboratório de Mudanças, empregado na compreensão dos determinantes organizacionais e das condições latentes de acidentes de trabalho, promove agência (protagonismo) e aprendizado expansivo dos atores envolvidos e contribui para visualizar e construir possíveis alterações na concepção e desenvolvimento da atividade de construção de grandes obras. Foram examinadas seis sessões do Laboratório de Mudanças, a fim de identificar os microciclos de aprendizado propiciados pelas séries de dupla estimulação. As sessões resultaram no engajamento dos atores que criaram seus próprios artefatos ou se apropriaram de conceitos ou modelos, tais como linha do tempo da obra, círculo vicioso, sistema de atividade, identificação de contradições na origem das anomalias e indicação de soluções para obras futuras. O estudo evidenciou que o Laboratório de Mudanças se apresentou propício à investigação de causas sistêmicas de acidentes e anomalias, revelando que a metodologia é potente para o aprendizado organizacional coletivo, uma vez que o grupo se engaja na compreensão, na análise e na busca de soluções. Palavras-chave agência; dupla estimulação; aprendizagem expansiva; laboratório de mudanças; prevenção de acidentes de trabalho.

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“…Contradictions are the "historically accumulating structural tensions within and between activity systems" (Engeström 2011, 609) and should not be equated to paradoxes, tensions, or conflicts which are merely their manifestations (Engeström and Sannino 2011). Some of these contradictions are alluded to above, such as when reforms of governance and control compromise the professionalism of teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Changing educational traditions with the change laboratory

Botha¹

2017

Educ. as change

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This paper outlines the use of a form of research intervention known as the Change laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a culturalhistorical activity theory (CHAT) perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school. referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity. These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change laboratory. A relational conceptualisation of the school's epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school. In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management. Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves.

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Discursive manifestations of contradictions in organizational change efforts

Cited by 391 publications

References 22 publications

From professors’ barriers to organisational conditions in ICT integration in higher education

From professors’ barriers to organisational conditions in ICT integration in higher education

Protagonismo Para Uma Compreensão Sistêmica Sobre Acidentes De Trabalho E Anomalias Organizacionais

Changing educational traditions with the change laboratory

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