Mediating Artefacts, Boundary Objects and the Social Construction of Knowledge

It is noteworthy that theories associated with knowledge management and organizational learning focus on economic outputs and the creation of competitive success (Easterby-Smith and Lyles, 2003). Despite a growing critique of these approaches (Lave and Wenger, 1991; Blackler et al., 1993; Swan and Scarbrough, 2001; Easterby-Smith and Lyles, 2003) studies still have a bias towards knowledge as a resource and cognitive learning (Anonymous, forthcoming). Alternatively, writers from a social constructionist perspective argue that knowledge creation and learning occurs through interaction within a unique social milieu (Easterby-Smith and Araujo, 1999). Since individual action is mediated by collective expectations, organizational learning takes place

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