| dc.description.abstract | This thesis explores conditions of organizational learning. It works from the assumption that the ability of organizations to perform higher-level learning relates to their ability to resolve divergence of knowledge between organization members by exploiting the potential that divergence offers for higher-level learning.
The thesis argues, through a discussion of organizational learning in which axes of dichotomy within existing organizational learning research are explored, that insufficient attention has been given to the resolution of divergent knowledge in organizational learning theory.
A qualitative methodological approach was used to explore conditions of organizational learning in six different organizations that varied in terms of structure, goals and geographic location. The organizations studied were as follows: a research fellow network in Scandinavia; a United Nations development project in West Africa; an airline in French-speaking Europe; two hotels in Scandinavia (considered as one organization); a social care centre in Scandinavia; and a data company in French-speaking Europe.
A total of 55 semi-structured interviews were conducted at a range of managerial levels within each organization, as well as in-situ observations and informal talks. Illuminative analyses were used to explore the findings.
Patterns of divergent knowledge resolution were identified and explored at the levels of individual, social dynamics and organizational structure and systems. The analysis led to the development of a mapping typology of conditions that seem to influence the resolution of divergent knowledge. Partly from this mapping typology, an interpretative typology was derived, which consists of the parameters "medium", "behaviour", "forum" and "topic". The interpretative typology was tested, but not conclusively validated. It is suggested, however, that it offers a step towards better understanding of divergent knowledge resolution, and that it forms a useful basis for future research. | en_US |
