Browsing by Subject "Expansive Learning"
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(2017)Objectives. This research investigates the challenging changes, learning processes, and strategic adjustments made by consulting companies in Finland during the recent global economic crisis of 2009 onwards. In particular, this research aims to answer the following questions: a) What major changes have consulting companies encountered in the economic crisis? b) What strategic adjustments did the companies make in response to these changes? Were novel strategies developed in response to the changes? c) how can the changes and strategies be interpreted from an Activity Theory perspective? d) did the companies exhibit Expansive Learning in the development of novel strategies and in what forms? Methods. This work analyzed five management consulting companies of different sizes and business scope with representation in Finland. The data for the reported analysed consisted of interviews with managers from these firms. The analysis of the data proceeded in three steps: First, themes relating to changes and strategies were extracted from the transcribed interviews using Thematic Analysis; second, the themes identified were interpreted using the framework of Activity Theory in order to identify changes encountered and strategic responses developed by the companies; third, the themes were interpreted within the Expansive Learning framework, identifying individual Expansive Learning cycles and the overall structure of the learning processes. The empirical analysis was complemented by a discussion of the origins and characteristics of management consulting and consulting companies. Results and conclusions. Several of the consulting companies displayed features of Expansive Learning in understanding and responding to the changing economic situation. Deviating from the historically established consulting culture, these companies implemented systematic and proactive selling and marketing of their services. In addition, several companies changed the structure of their products and services. However, when reflecting on the situation of their companies, most managers primarily emphasized cost pressures and a need for improved efficiency. Efficiency improvements not accompanied by structural changes were not generally considered representative of expansive learning. It is found that the interviewed companies fail to engage in expansive learning process and are unwilling to make feasible changes until pressured by the economic crisis. Indeed, a greater sense of threat appears to have made companies more likely to embrace expansive learning.
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(2012)Goals. The main focus of my Master's thesis was to discuss knowledge management as a part of activity and learning in the networked and diverged business. The research sites composed of two companies operating in separate (packaging and energy) branches. Thus it was interesting to study what possible influences and consequences diverse branches, products (package and electric component) with their life cycle and production processes might have in knowledge management. The aim was also to comprehend similarities and differences in object of activity, knowledge management and network in order to see the possible impacts on the development of the company's operations and activities as well as learning of the personnel. Theoretical framework. The thesis is based on developmental work research which has its roots in cultural-historical activity theory. The core concept of the framework is object-oriented, culturally mediated activity. It is an approach which combines scientific study, practical development work and learning. Essential is the role of the object that motivates human activity and its development. The key notions, knowledge management and network, have been discussed in the light of economics and educational sciences. The concept of learning in the thesis rests on expansive learning and investigative learning. Methods. The data for my thesis was gathered in dialogical workshops which are based on the socio-technical theory and method called work conference. Both quantitative and qualitative methods were used for the analysis of the data. Quantitative analysis was used to become familiar with the structure of the discussion in the workshops. The themes of research questions' - object of activity, knowledge management and network were analysed using qualitative analysis. The comparison of the two companies was carried out also by qualitative method. The thread of my analysis was to connect the findings into the production processes and the common object of the companies' activities. Results and Conclusions. The products of the researched companies proved to be technically demanding and competence-based items. The package is a separate product where as electric component is one part in an energy production entity. The life cycle of these products were different which meant that knowledge management related to them was diverse. The stress of knowledge management was in the phase of product design in both cases. The need of knowledge shrank when the package moved to the production phase. In case of the electric component the knowledge management was essential through the product life cycle since the development of the electric component continued also in the production phase. The customer's role as a knowledge producer is of paramount importance, also in case of knowledge held by the customer's other partners. External networks were stratified including the company's internal net, the external immediate net and the external remote net. Furthermore in the Electric company there was a bipolar internal net around which the knowledge management was intertwined. Expansion and deepening of network collaboration came up clearly as one way to improve knowledge management. Product and activity concepts showed also to be possible methods to develop networks and their knowledge management in order to support collaboration within network partners. The internal networks can be developed in a similar manner. The development of the concepts as co-development with network partners would make it possible to share competencies in order to contribute learning and expertise. The motives of learning would be embedded in the motives and interests of the common activity as the motives gears the learning actions.
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