Browsing by Subject "learning"

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  • Kiriakos, Carol Marie; Tienari, Janne (2018-07-01)
    Writing is presented in hegemonic academic discourse as a rational and predictable activity that targets publications in the right journals. Nevertheless, many academics struggle with writing. In this article, we draw attention to how writing is experienced as an embodied, sensuous, emotional, social, and identity-related activity. Specifically, we aim to advance this comprehensive understanding of academic writing with the concept of love. By understanding love as action rather than feeling, we can foster our love for writing both as practice and in practice. We can learn to deal with the struggle by writing every day and approaching writing with dedication. By advocating the perspective of love, we seek to encourage discussion on academic writing so that it reflects the multifaceted experiences of writers, and unleash its potential in confusing and disrupting the masculine order in academia. Love offers a language to talk about vulnerability and courage, and viewing writing in the light of love helps us to learn more about ourselves and our activities as writers of management.
  • Tomasini Ponce, Rolando Mario (Hanken School of Economics, 2012-12-11)
    Disasters challenge and destroy growth and socio-economic achievements. They are often communicated in the media with heartbreaking images of suffering, destruction and despair. They tend to inspire a wave of generosity and compassion among those who feel vulnerable, concerned, touched. Individuals manifest their solidarity through donations, collections and by sending money, goods, foods, medicines, and other essential items. Like individuals, companies are increasingly moved to act upon their sense of compassion and generosity, and contribute with skills, capacity, and of course money. These initiatives are welcomed by employees who are ready to put their knowledge and expertise to the benefit of the greater good, on behalf of the company. When a natural disaster takes place, humanitarian organizations activate all their response mechanisms to assess and respond as quickly as possible to the rising needs. However, everything is uncertain, and only time can provide the answers as information becomes available about the level of impact, the number of people affected, the resources available and the type and length of aid required. Among the difficulties faced by humanitarian organization is getting access overnight to trained and available staff who could implemented such sophisticated and life-saving logistics. This thesis takes a look at the secondments from different companies to disaster relief operations. It develops a framework for informal learning during secondments which can be used by managers to ensure that the secondment can be a fruitful learning experience for the seconded manager, in which he or she can further their knowledge by applying their skills set in a different context. Through the development of the framework, and the three essays, the thesis addresses three main questions: 1. How do partnerships develop in disaster relief operations? (Essay 1) 2. How do partners interact during a disaster relief operation? (Essay 2) 3. What can seconded managers learn from secondments to disaster relief operations? (Essay 3)
  • Forsman, Maria; Solitander, Nikodemus (Svenska handelshögskolan, 2004-09-01)
    Researchers within the fields of economic geography and organizational management have extensively studied learning and the prerequisites and impediments for knowledge transfer. This paper combines two discourses within the two subjects: the-communities-of-practice and the learning region approaches, merging them through the so-called ecology of knowledge-approach, which is used to examine the knowledge transfer from the House of Fabergé to the Finnish jewellery industry. We examine the pre-revolution St Petersburg jewellery cluster and the post-revolution Helsinki, and the transfer of knowledge between these two locations through the components of communities of people, institutions and industry. The paper shows that the industrial dynamics of the Finnish modern-day goldsmith industry was inherently shaped both through the transfer and the non-transfer of knowledge. It also contends that the “knowledge-economy” is not anchored in and exclusive for the high technology sector of the late 20th century.
  • Vaara, Eero; Sarala, Riikka; Stahl, Gunter K.; Björkman, Ingmar (Hanken School of Economics, 2012-03-05)
    The purpose of this paper is to elucidate the effects of organizational and national cultural differences on international acquisitions. We argue that cultural differences prompt social identity building that leads to ‘us versus them’ thinking and thereby creates the potential for social conflict. We also maintain that the same cultural differences can contribute to learning in terms of knowledge transfer. We develop a structural equation model to test these hypothesized effects on a sample of related international acquisitions. Our analysis shows that cultural differences at the organizational level are positively associated with social conflict, but that national cultural differences can decrease social conflict. Furthermore, both organizational and national cultural differences are positively associated with knowledge transfer. This analysis shows the importance of disentangling the various effects that cultural differences have on international acquisitions. It also suggests that national cultural differences are less of a problem in international acquisitions than is usually assumed.
  • Wägar, Karolina (Svenska handelshögskolan, 2007-08-10)
    The starting point of this thesis is the notion that in order for organisations to understand what customers value and how customers experience service, they need to learn about customers. The first and perhaps most important link in an organisation-wide learning process directed at customers is the frontline contact person. Service- and sales organisations can only learn about customers if the individual frontline contact persons learn about customers. Even though it is commonly recognised that learning about customers is the basis for an organisation’s success, few contributions within marketing investigate the fundamental nature of the phenomenon as it occurs in everyday customer service. Thus, what learning about customers is and how it takes place in a customer-service setting is an issue that is neglected in marketing research. In order to explore these questions, this thesis presents a socio-cultural approach to understanding learning about customers. Hence, instead of considering learning equal to cognitive processes in the mind of the frontline contact person or learning as equal to organisational information processing, the interactive, communication-based, socio-cultural aspect of learning about customers is brought to the fore. Consequently, the theoretical basis of the study can be found both in socio-cultural and practice-oriented lines of reasoning, as well as in the fields of service- and relationship marketing. As it is argued that learning about customers is an integrated part of everyday practices, it is also clear that it should be studied in a naturalistic and holistic way as it occurs in a customer-service setting. This calls for an ethnographic research approach, which involves direct, first-hand experience of the research setting during an extended period of time. Hence, the empirical study employs participant observations, informal discussions and interviews among car salespersons and service advisors at a car retailing company. Finally, as a synthesis of theoretically and empirically gained understanding, a set of concepts are developed and they are integrated into a socio-cultural model of learning about customers.