Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

Chapple, W; Molthan‐Hill, Petra; Welton, Rachel; Hewitt, Michael P.

doi:10.1007/s10551-019-04363-w

Cited by 14 publications

(19 citation statements)

References 71 publications

(112 reference statements)

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“…Underdeveloped identity, as in the case of dead souls, created barriers to the deeper involvement of members and their social learning. This evidence is consistent with the assumptions of the CoP theory (Chapple et al, 2020).…”

Section: Discussionsupporting

confidence: 91%

Social learning in cluster initiatives

Rozkwitalska

2020

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Purpose The purpose of this paper is to portray social learning in cluster initiatives (CIs), namely, to explore, with the lens of the communities of practice (CoPs) theory, in what ways social learning occurs in CIs and discover how various CoPs emerge and evolve in CIs to facilitate a collective journey in their learning process. Subsequently, the authors address the following research questions: In what ways does social learning occur in CIs? How is social learning facilitated through the emergence and evolution of various CoPs in CIs? Design/methodology/approach The study applies the abduction approach for the interpretation of the collected data and attempts to create the best explanations for the observations on the basis of the CoP theory. The qualitative study of four CIs helped to identify various ways that social learning occurs in CIs and the role of the identified CoPs in the process. Social learning is portrayed as a collective journey within and between CoPs, where the interactions of their members deepen their level of involvement and help them to enhance learning in their CoP. Findings The paper shows ways that social learning occurs in CIs and describes the role of CoPs. It identifies three types of CoPs in CIs: participants, cooperators and locomotives. Additionally, it documents different ways of social learning in CIs, namely, one-way or two-way information transfer and raising awareness; demonstrating and inspiring; or motivating and educating. It also shows that while potentially every member of a CI has access to these practices, only a limited number of members are actually involved. Social learning in CIs is selective and some CI members accept their role as more peripheral in their CI. Research limitations/implications The research shows the application of the CoP theory to the analysis of social learning in CIs, a peculiar type of clusters. It describes how CoPs in the studied CIs varied in terms of the occurrence of learning. Furthermore, it reveals how social learning related to the level of involvement of CI members, namely, with an increase of involvement, the members formed more selective CoPs and strengthened their social learning. Nevertheless, the qualitative approach in the study and the specific sample of the CIs chosen for the analysis do not allow a generalization of the findings. Practical implications Although in different CoPs social learning occurs in different ways, at each stage of the development of CIs, the learning process is carried out on the basis of interactions created among members. Therefore, it is important to support the “soft” forms of cooperation within CIs – involving members in activities and developing interactions. In addition, to ensure the growth of their entire CI, coordinators should create conditions for the development of existing CoPs into higher forms, which better support learning. They should also adopt boundary-spanning roles between various CoPs to strengthen social learning in CIs. Originality/value The literature on CIs, which are peculiar forms of clusters, is still underdeveloped. The research fills in the gap concerning the ways social learning occurs in CIs. It shows that selectiveness can be observed in this process, and emphasizes the role of interactions developed through CoPs and the benefits offered by them. The study applies the CoP approach. Consequently, it expands the theoretical base in view of the generally lacking studies on social learning in CIs in the literature on clustering. Because the CoP theory has rarely been applied in the management literature, it also augments this specific field.

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Section: Discussionsupporting

confidence: 91%

Social learning in cluster initiatives

Rozkwitalska

2020

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“…Intersectoral disciplinarity is characterized by collaborative practices that involve actors from multiple sectors, but only one discipline. An examples is the paper by Chapple et al (2019). It is based on intensive collaboration between the researchers and management practitioners (intersectorality), centered on the shared sustainability issue of carbon literacy (disciplinarity).…”

Section: Interdisciplinarity and Intersectoralitymentioning

confidence: 99%

“…Hauser (2019) studies ethics and compliance trainings programs, proposing an integrated, more effective ethics and compliance training scheme. Chapple et al (2019) study how carbon literacy training on a television set enabled social learning across departmental boundaries. Fougère et al (2019) studied reciprocal multistakeholder learning realized through a service learning project in which students and managers collaborated.…”

Section: Contributions To This Special Issue and Their Constellationsmentioning

confidence: 99%

“…Several papers showed intersectorality on the research field through collaboration with research participants. For instance, Chapple et al (2019) worked with managerial research participants "as 'knowledgeable agents'" and Hauser (2019) collaborated with "focus group participants [who] were… asked to share their comments and elaborate on the preliminary findings." Chapple et al (2019) and Hauser (2019) focussed on single disciplines of environmental sustainability and ethics, respectively, on all three fields.…”

Section: Contributions To This Special Issue and Their Constellationsmentioning

confidence: 99%

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Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

et al. 2020

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The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are 'done' in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines (interdisciplinarity) and sectors (intersectorality) in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field's aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion.

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“…Previous research has highlighted actions and behaviors of boundary spanners [12,18,19] but has placed little emphasis on how boundary spanners emerge and how the necessary skills and competences can be supported, e.g., through training [11,20]. As a consequence, the processes through which individuals become boundary spanners "in practice" needs further attention [14,15,21]-specifically, how organizations can enable individuals (formally designated or not) to take on this role and develop the skills and competences needed to become successful boundary spanners. As argued by Goodrich, Sjostrom [11], the diversity of skills associated with boundary spanning functions are often not explicitly taught in pre-career academic or professional training and may be ad hoc or emergent for professionals, who are confined to a "trial-and-error" approach [22].…”

Section: Introductionmentioning

confidence: 99%

Preparing an Organization for Sustainability Transitions—The Making of Boundary Spanners through Design Training

Yström

Agogué

Rampa³

2021

Sustainability

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Organizations today need to adapt their operations for a more sustainable future, and the transition management literature has highlighted the need for individuals who can collaborate with others to find new paths forward. Essentially, these individuals are boundary spanners with specific skills and competences to bridge diverging perspectives and facilitate knowledge dissemination and integration. Such individuals become critical change agents in organizations and essential in preparing the organization for sustainability transitions. The purpose of this study is to explore how organizations can enable and encourage individuals to take on this role and develop the skills and competences needed to become boundary spanners. Based on a case study set in a large Canadian energy corporation striving to shift towards more sustainable operations, our paper explores the emergence of boundary spanners, focusing on the effects of a design training program in supporting such roles in the organization. Our findings outline essential characteristics of boundary spanners; through illustrative career trajectories of four individuals participating in the training program, we show how the training program contributed to the emergence of boundary spanners.

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Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

Cited by 14 publications

References 71 publications

Social learning in cluster initiatives

Social learning in cluster initiatives

Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

Preparing an Organization for Sustainability Transitions—The Making of Boundary Spanners through Design Training

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