Enhancing the impacts of absorptive capacity on interorganizational collaboration in BIM-enabled construction projects – an SLT perspective

PurposeThis study employs situated learning theory to elucidate the mechanisms of interorganizational collaboration by analyzing the relationships among absorptive capacity, institutional compensation, task cognitive integration and interorganizational collaboration in BIM-enabled construction projects.Design/methodology/approachAn online questionnaire survey was conducted with managers and professionals involved in building information modeling (BIM-) enabled construction projects, and 220 valid responses were received. Data were analyzed by means of the linear regression models and bootstrap method.FindingsThe results show that (1) absorptive capacity, institutional compensation and task cognitive integration have a positive impact on interorganizational collaboration; (2) institutional compensation partially mediates the effect of absorptive capacity on interorganizational collaboration; (3) task cognitive integration fully mediates the effect of absorptive capacity on interorganizational collaboration; (4) institutional compensation and task cognitive integration serially and fully mediate the relationship between absorptive capacity and interorganizational collaboration and (5) the serial mediating model has a greater indirect effect than the other two models considered in this study.Originality/valueThis study contributes to the body of knowledge by demonstrating the way to break through the three types of organizational boundaries (i.e. syntactic, semantic and pragmatic organizational boundaries) and provide an internal collaborative mechanism from the perspective of situated learning theory. This study presents the critical effects of absorptive capacity, institutional compensation and task cognitive integration on interorganizational collaboration, selects the enhanced mediating model for explaining the effects of absorptive capacity on interorganizational collaboration and enables managers to update the traditional collaborative model in BIM-enabled construction projects.

Download Full-text

How being female impacts learning and career growth in advertising creative departments

Employee Relations ◽

10.1108/er-02-2014-0011 ◽

2015 ◽

Vol 37 (1) ◽

pp. 122-140 ◽

Cited By ~ 11

Author(s):

Kasey Windels ◽

Karen L. Mallia

Keyword(s):

Community Of Practice ◽

Learning Theory ◽

Situated Learning ◽

Creative Industries ◽

Situated Learning Theory ◽

Work Identity ◽

Content Type ◽

Career Trajectories ◽

Positive Identity ◽

And Gender

Purpose – In the male-dominant creative industries, do men and women have access to the same resources for career learning and development? The purpose of this paper is to examine women’s perspectives of their career trajectories in advertising creative departments. Design/methodology/approach – Situated learning theory views learning as produced through interaction with and increasing participation in a community of practice. Interviews were conducted with 19 female creatives to examine two research questions: first, how do women develop identities as creative practitioners within the male dominated advertising creative department? and second, how are women’s learning trajectories influenced by their gender? Findings – Gendered expectations affected the type of work women were supposed to produce, their ability to sell work, and the types of assignments they received. Women lacked legitimacy and experienced difficulties developing an identity as a master practitioner. They instead emphasized parts of their identity unrelated to the profession. Research limitations/implications – Women were unable to develop identities as full members of the community of practice. The identity formed in conjunction with work was that of a person with lesser talents, fewer opportunities, and less valued contributions, causing them to exit the field or seek positive identity from places other than work. Originality/value – This study was the first study that the authors are aware of to examine empirically the relationship between situated learning theory and gender. It provided evidence from women’s perspectives that gender restricted access to material for forming a positive work-identity, which impeded learning as women realized and accepted they were on a different trajectory than similarly-situated males.

Download Full-text

The role of peripherality in students’ entrepreneurial learning

Education + Training ◽

10.1108/et-06-2016-0106 ◽

2018 ◽

Vol 60 (1) ◽

pp. 2-15 ◽

Cited By ~ 3

Author(s):

Elin Kubberød ◽

Inger Beate Pettersen

Keyword(s):

Learning Outcomes ◽

Learning Theory ◽

Situated Learning ◽

Educational Background ◽

Situated Learning Theory ◽

Entrepreneurial Learning ◽

Content Type ◽

Factors Influencing ◽

Peripheral Participation

Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.

Download Full-text