Situated learning theory and agentic orientation: A relational sociology approach
dc.contributor.author | Kakavelakis, Konstantinos | en_GB |
dc.contributor.author | Edwards, Tim | en_GB |
dc.date.accessioned | 2012-11-05T14:58:52Z | en |
dc.date.available | 2012-11-05T14:58:52Z | en |
dc.date.issued | 2011-12-27 | en |
dc.identifier.citation | Kakavelakis, K., Edwards, T. (2011) 'Situated learning theory and agentic orientation: a relational sociology approach' Management Learning 43 (5):475-494 | en_GB |
dc.identifier.issn | 1350-5076 | en |
dc.identifier.issn | 1461-7307 | en |
dc.identifier.doi | 10.1177/1350507611427233 | en |
dc.identifier.uri | http://hdl.handle.net/10547/250998 | en |
dc.description.abstract | The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice. | |
dc.language.iso | en | en |
dc.publisher | Sage Journals | en_GB |
dc.relation.url | http://mlq.sagepub.com/cgi/doi/10.1177/1350507611427233 | en_GB |
dc.subject | agentic orientation | en_GB |
dc.subject | relational sociology | en_GB |
dc.subject | situated learning | en_GB |
dc.title | Situated learning theory and agentic orientation: A relational sociology approach | en |
dc.type | Article | en |
dc.identifier.journal | Management Learning | en_GB |
html.description.abstract | The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice. |
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Centre for Leadership Innovation (CLI)
CLI aims to explore the nature of leadership needed for healthy, effective, high performing and sustainable organisations, stimulate research and research-related activity within the sphere of management, in particular with regard to the strategic direction of organizations and the management and development of human resources.