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Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway

Organisational learning in complex epistemic environments: reflections from studies of... The aim of this invited paper is to explore how more complex epistemic environments generate opportunities and challenges for organizational learning in professional realms. Based on these explorations, a second aim is to discuss whether there are specific conditions in Nordic working life that facilitates or restricts such learning opportunities.Design/methodology/approachThe paper discusses conditions for organizational learning in terms of changing knowledge practices and relations. Examples from studies of knowledge work in the Norwegian education and health sectors are provided to illustrate how professionals become involved in epistemic practices as part of their work and how these practices are changing in relation to evolving knowledge cultures.FindingsThe paper conceptualises and discusses how knowledge practices are changing in relation to specific and increasingly complex epistemic environments. It is argued that features such as low power distance, high levels of higher education participation, well-developed digital infrastructures and a general trust in professionals are conducive to learning. At the same time, taking advantage of learning opportunities are increasingly depending on individuals’ agency and capacities to cope with new demands.Originality/valueTo better account for the complexity of epistemic environments, organisational learning can be seen as a matter of connecting epistemic practices in the local work organisation to wider knowledge circuits. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Learning Organization Emerald Publishing

Organisational learning in complex epistemic environments: reflections from studies of professional work in Norway

Nerland, Monika
The Learning Organization , Volume 29 (3): 12 – Jun 24, 2022
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References (40)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0969-6474
eISSN
0969-6474
DOI
10.1108/tlo-02-2022-0025
Publisher site
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Abstract

The aim of this invited paper is to explore how more complex epistemic environments generate opportunities and challenges for organizational learning in professional realms. Based on these explorations, a second aim is to discuss whether there are specific conditions in Nordic working life that facilitates or restricts such learning opportunities.Design/methodology/approachThe paper discusses conditions for organizational learning in terms of changing knowledge practices and relations. Examples from studies of knowledge work in the Norwegian education and health sectors are provided to illustrate how professionals become involved in epistemic practices as part of their work and how these practices are changing in relation to evolving knowledge cultures.FindingsThe paper conceptualises and discusses how knowledge practices are changing in relation to specific and increasingly complex epistemic environments. It is argued that features such as low power distance, high levels of higher education participation, well-developed digital infrastructures and a general trust in professionals are conducive to learning. At the same time, taking advantage of learning opportunities are increasingly depending on individuals’ agency and capacities to cope with new demands.Originality/valueTo better account for the complexity of epistemic environments, organisational learning can be seen as a matter of connecting epistemic practices in the local work organisation to wider knowledge circuits.

Journal

The Learning Organization – Emerald Publishing

Published: Jun 24, 2022

Keywords: Organisational learning; Professions; Epistemic environments; Digitalisation; Teachers; Health professionals; Norway; Nordic societies

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