Connecting Worlds

The focus of this Special Issue addresses cross-boundary issues by taking a closer look at how learning connects various different spaces. This develops our understanding of `how learning takes place across boundaries’ and is highly relevant to organizations operate in highly distributed networks, encompassing dispersed geographical regions, partners, suppliers, regulators and customers. The particular themes which the papers address pertain to the properties of boundaries across which learning may take place, i.e. geographical, knowledge, organizational and temporal boundaries. We also pay attention to the way in which entities connect across these boundaries, i.e., the means for interaction via structures, socio-psychological processes and technology. Finally we consider the most appropriate unit of analysis via which we should study cross-boundary learning processes in order to connect our worlds.

[1]  L. Bengtsson,et al.  The Interorganizational Learning Dilemma: Collective Knowledge Development in Strategic Alliances , 1998 .

[2]  Namrata Malhotra,et al.  Heterogeneity in Professional Service Firms , 2009 .

[3]  J. Swart,et al.  Simultaneity of Learning Orientations in a Marketing Agency , 2007 .

[4]  Helena Heizmann,et al.  Knowledge sharing in a dispersed network of HR practice: Zooming in on power/knowledge struggles , 2011 .

[5]  R. Rajala,et al.  Knowledge sharing through virtual teams across borders and boundaries , 2011 .

[6]  M. Foucault,et al.  Power/Knowledge: Selected Interviews and Other Writings 1972-1977 , 1980 .

[7]  Paul Hildreth,et al.  Limits of Communities of Practice , 2006 .

[8]  B. Kogut,et al.  What Firms Do? Coordination, Identity, and Learning , 1996 .

[9]  David A. Johnston,et al.  Innovations in a relational context: Mechanisms to connect learning processes of absorptive capacity , 2011 .

[10]  J. Swart,et al.  The elephant in the room: the applicability of axiomatic approaches to network learning and organisational knowledge , 2010 .

[11]  Davide Nicolini,et al.  Toward a Social Understanding of How People Learn in Organizations , 1998 .

[12]  Allan Afuah,et al.  Dynamic Boundaries of the Firm: Are Firms Better Off Being Vertically Integrated in the Face of a Technological Change? , 2001 .

[13]  S. Newell,et al.  Why don’t (or do) organizations learn from projects? , 2010 .

[14]  Allan Macpherson,et al.  Islands of Practice: Conflict and a Lack of ‘Community’ in Situated Learning , 2009 .

[15]  R. Rajala,et al.  Knowledge sharing through virtual teams across borders and boundaries , 2011 .

[16]  Mikael Holmqvist,et al.  Complicating the Organization: A New Prescription for the Learning Organization? , 2009 .

[17]  Cecilia Enberg,et al.  Exploring the Dynamics of Knowledge Integration , 2006 .

[18]  Sue Newell,et al.  Sharing Knowledge Across Projects , 2006 .

[19]  Jason Ferdinand,et al.  Absorptive Capacity: A Process Perspective , 2008 .

[20]  Mark S. Granovetter.  The Strength of Weak Ties , 1973, American Journal of Sociology.

[21]  Ann Majchrzak,et al.  Knowledge Collaboration Among Professionals Protecting National Security: Role of Transactive Memories in Ego-Centered Knowledge Networks , 2008, Organ. Sci..

[22]  Oswald Jones,et al.  Developing Absorptive Capacity in Mature Organizations , 2006 .