Holistic perspectives on learning and knowledge : An awarding body perspective.

ALLAN, Paul. (2013). Holistic perspectives on learning and knowledge : An awarding body perspective. Doctoral, Sheffield Hallam University (United Kingdom)..

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This study took a grounded theory approach with the aim of developing a more holistic approach to learning and knowledge. There has been a lot written about learning and knowledge but very little has been written looking at the complex entanglement of the two. The research was very much grounded in the data whilst remaining sensitive to the theory of complexity. This study wanted to reject the simplistic and often mechanistic views of learning and knowledge and wanted to explore the more complex entanglement. This was done by taking data from three focus groups each consisting of 4-6 individuals. In addition a sense making workshop consisting of 5 individuals then helped to code and cluster the data which helped support the researcher's findings. At the time the research environment was going through a climate of change faced with huge financial pressures due to the economic downturn whilst still carrying the scars from previous litigation. The findings suggest that learning and knowledge is a very complex entanglement which is far more elaborate and complex than the theory immediately implies. These insights are discussed with reference to academic theory and a number of implications for business were identified. Overall the study supports a more integrated consideration of organisational learning and knowledge which should be applied in practice. If implemented effectively, should provide a more unique and sustainable competitive advantage, through a more effective workforce.

Item Type: Thesis (Doctoral)
Thesis advisor - O'Hare, Daniel
Additional Information: Thesis (Ph.D.)--Sheffield Hallam University (United Kingdom), 2013.
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Hallam Doctoral Theses
Depositing User: EPrints Services
Date Deposited: 10 Apr 2018 17:18
Last Modified: 26 Apr 2021 11:23
URI: https://shura.shu.ac.uk/id/eprint/19248

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