Emergent dialogue as a prerequisite of learning and innovation in professional virtual communities

Kantanen, Helena; Manninen, Jyri; Kontkanen, Jani

doi:10.1504/ijwbc.2014.060356

Cited by 4 publications

(3 citation statements)

References 45 publications

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“…The framework of value creation by Wenger et al (2011) clearly grasps this outcome-based approach to interaction quality. Recent work has demonstrated the use of the framework to study the quality of interactions in a fine-grained way (Bertram, Paquette, Duarte, & Culver, 2014;Cowan & Menchaca, 2014;Kantanen, Manninen, & Kontkanen, 2014). The value creation framework stems from research on networks and communities of practice and provides insight into the value that interactions may or may not produce.…”

Section: Value Creationmentioning

confidence: 99%

The networked instructor: The quality of networks in different stages of professional development

Waes

Moolenaar

Daly

et al. 2016

Teaching and Teacher Education

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Section: Value Creationmentioning

confidence: 99%

The networked instructor: The quality of networks in different stages of professional development

Waes

Moolenaar

Daly

et al. 2016

Teaching and Teacher Education

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“…Both equity and dialogic interaction can be characterised by mutuality, openness, equality, interactivity, and non-command relations (Ranjan and Read, 2016). Therefore, I maintain that equity and dialogue are intertwined and inseparable (Kantanen et al , 2014). Moreover, characteristics like deep understanding and insight, mutual learning, constructive voicing of values and emotions, freedom to challenge, collaborative action, inclusiveness, and diversity are often linked to dialogue (Raelin, 2012).…”

Section: Resultsmentioning

confidence: 99%

Value co-production through external communication consulting

Kantanen

2017

CCIJ

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The paper examines the prerequisites of value co-production by a communication consultant and workshop participants during a communication improvement programme carried out in a medium-sized family firm. Design/methodology/approach: The paper draws from a socio-constructivist view of learning that emphasises participatory processes. It utilises the value co-production concept, referring to collaborative, dialogic activities between the consultant and the client. The theoretical framework includes the transcoder, re-interpreter, and free creator roles of a consultant as realised in a consultancy process characterised by dialogic interaction and equity. The approach is qualitative, and the data come from the expectations of the management team, a video recording of a communication improvement workshop, insights produced in the workshop, and a reflexive research diary. Findings: The roles of a consultant were found to be those of organiser, transcoder, re-interpreter and co-creator. Additionally, a dialogue facilitator role was highlighted as a central prerequisite of value co-production. The importance of a positive spirit in consultancy sessions was questioned because problems can thereby be hidden behind positivity. The value of confusing or even destructive episodes was emphasised as a source of new perspectives. Research limitations/implications: There are limitations related to the quality of the video recordings and that the company employees did not yet evaluate the value gained in the long run. Practical implications: This paper shows that a communication consultant gains insights from company representatives' insider views in conflict-management situations, and that these conflicts can be useful for organisational learning. Originality/value: This study contributes to research into strategic communication because it provides new knowledge about the consultant-client interface, particularly in value co-production, in the few studies conducted in the context of SMEs. The study utilises the novel research methodology of video analysis.

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“…During our ongoing research project (Kantanen, Manninen & Kontkanen, 2014), we have explored learning, communication and innovation generation, in both a national and global online community. During the different phases of our project, we have tackled several ethical issues.…”

Section: Introductionmentioning

confidence: 99%

Hazy Boundaries: Virtual Communities and Research Ethics

Kantanen

Manninen

2016

MaC

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This paper examines ethical issues specific to research into virtual communities. Drawing on an empirical case with online forums of education experts, we identify the following key issues: publicity versus privacy of the community; the definition of human subjects research; participant recruitment; informed consent; and ethical questions associated with observing virtual communities, and with reporting and disseminating research results. We maintain that different research cultures in different countries can present challenges when studying global forums. Acknowledging the ephemeral characteristics of Internet contexts, this paper argues that ethical considerations should be more case-based, instead of relying on one model for all solutions. We suggest that local ethics committees or institutional review boards could, with their expert knowledge of ethics, provide valuable support for researchers operating in the complex and dynamic terrain of Internet research, as well as in fields and research settings where an ethical review is not a standard part of the research process.

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Emergent dialogue as a prerequisite of learning and innovation in professional virtual communities

Cited by 4 publications

References 45 publications

The networked instructor: The quality of networks in different stages of professional development

The networked instructor: The quality of networks in different stages of professional development

Value co-production through external communication consulting

Hazy Boundaries: Virtual Communities and Research Ethics

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