Nordlandsforskning Open Research Archive
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Vi utgjør en forskjell, det er jeg sikker på. Om oppfølgingstjenesten i Sogn og Fjordane.
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The journey of organizational unlearning: a conversation with William H. Starbuck
Get PDFPurpose – This paper provides an overview of the concept organizational unlearning and its development since it was first introduced to the management literature, and presents a useful perspective that can help to advance the conceptual development of this topic. Design/methodology/approach – Through a conversation with celebrated scholar William H. Starbuck, the paper discusses several topics that are still up for debate in the organizational unlearning literature, and argues for a number of viewpoints relevant to the application of this concept. Findings – Unlearning is an important requirement for organizational learning and adaptation. Change cannot occur in organizations until old knowledge and practices are replaced by new ideas and methods. Researchers and managers should pay attention to the distinction between individual behavior and organizational behavior regarding unlearning. Originality/value – The discussion of the contested topics of unlearning and its implications for organizational learning and adaptation will be of value to academic researchers as well as managers working in a context of environment change.submittedVersio
Innbyggermedvirkning i kommunereformen. Erfaringer med bruk av folkeavstemninger og spørreundersøkelser
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The role of unlearning in metamorphosis and strategic resilience
Get PDFPurpose: This paper aims to: (1) conceptualize what it means to be resilient in the face of our current reality of indisputable turbulence and uncertainty, (2) suggest that continual metamorphosis is key to resilience, (3) demonstrate the role of unlearning in that metamorphosis, and 4) suggest that problem formulation is a key deliberate mechanism of driving continual cycles of learning and unlearning. Design/methodology/approach: The paper entails a conceptual analysis. Findings: It is found that both the unlearning and resilience literature streams are stuck in a paradigm whereby organizational behavior entails adaptation to the external environment and reaction to crisis. This paper suggests that, given a world of turbulence and uncertainty, a more useful paradigm is one where organizations take action before action is desperately needed, and that they proactively contribute to enacting their environment via their own continual metamorphosis. Research limitations/implications: Future research should explore further the factors that can (1) facilitate sensing the early warning signs, and (2) facilitate the cyclical learning-unlearning process of metamorphosis. Practical implications: The primary practical implication is that in order to assure strategic resilience managers must be able to identify early-warning signs and initiate metamorphosis. This means understanding the processes needed to support unlearning, namely, problem formulation. Originality/value: The originality and value of the present paper lies in that it suggests a shift in paradigm from adaptation and reaction, to action and enactment. Further, it proposes a cyclical process of learning and unlearning that together define periods of metamorphosis, and suggests problem formulation, whereby the mission statement is assessed and revised, as a mechanism in that endeavor.submittedVersio
Tilleggsvirksomheter på gårdsbruk i Nordland: Gårdsturisme, lokalmatproduksjon og omsorgs- og velferdstjenester
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The academic non-consultation phenomenon revisited: a research agenda
Get PDFPurpose The purpose of the present article is to revive interest in the question, never definitively answered, that Stephen Watson raised in the title of his 2000 paper “Why is it that management academics rarely advise on their own institutions?” We argue that finding the answer to the question would not only be interesting in and of itself but could also lead to valuable contributions to the theory of the learning organization. Design/methodology/approach Taking inspiration from Watson’s original article and a new interview we made with him in 2017, we discuss the possible explanations for why management academics rarely advise on their own institutions and set out an agenda for future research. Findings We suggest a simple three-way categorization of the nine hypotheses identified by Watson (2000), grouping them by the themes of management knowledge, motivation of HEI (higher education institution) managers, and incentives for academics to engage. We propose an integrated framework to illustrate how these three categories of hypotheses are connected and can jointly explain the observed phenomenon. We provide theoretical underpinnings for the most promising hypotheses and suggest an agenda for future research, emphasizing the potential of such research to contribute to the learning organization field. Research limitations/implications This article should not be interpreted primarily as an attempt to provide support for any particular hypothesis. Rather, our principal aim is to sketch out a future research agenda and inspire others to contribute empirical evidence that can help shed light on the paradox of why management academics rarely advise on their own institutions. Originality/value The theoretical contribution of this article is to revive the important research topic of “why management academics do not seem to be widely engaged in advising university managers” (Watson, 2000, p. 99) and to introduce a research agenda that can help realize the potential contribution of this topic to the learning organization literature. The practical contribution is to re-address the difficulties of HEIs in becoming full-fledged “learning organizations” and to suggest that HEI managers re-examine the possibilities for using hitherto untapped internal expertise.submittedVersionacceptedVersio
