K. Handley
Researching situated learning: Participation, identity and practices in client-consultant relationships
Handley, K.; Clark, T.; Fincham, R.; Sturdy, A.
Authors
T. Clark
R. Fincham
A. Sturdy
Abstract
Situated learning theory has emerged as a radical alternative to conventional cognitivist theories of knowledge and learning, emphasizing the relational and structural aspects of learning as well as the dynamics of identity construction. However, although many researchers have embraced the theoretical strengths of this perspective, methodological and operational issues remain undeveloped in the literature. This article seeks to address these deficiencies by developing a conceptual framework informed by situated learning theory and by investigating the methodological implications. The framework is applied in the context of an empirical study of how management consultants learn the practices and identities appropriate to client—consultant projects. By presenting two vignettes and interpreting them using the conceptual framework, we show how learning is regulated by the consulting firm as well as individuals themselves, and that, paradoxically, `failure to learn' may be an outcome of consultants' efforts to construct a coherent sense of self.
Citation
Handley, K., Clark, T., Fincham, R., & Sturdy, A. (2007). Researching situated learning: Participation, identity and practices in client-consultant relationships. Management Learning, 38(2), 173-191. https://doi.org/10.1177/1350507607075774
Journal Article Type | Article |
---|---|
Publication Date | Apr 1, 2007 |
Deposit Date | Oct 15, 2008 |
Publicly Available Date | Jun 1, 2011 |
Journal | Management Learning |
Print ISSN | 1350-5076 |
Electronic ISSN | 1461-7307 |
Publisher | SAGE Publications |
Peer Reviewed | Peer Reviewed |
Volume | 38 |
Issue | 2 |
Pages | 173-191 |
DOI | https://doi.org/10.1177/1350507607075774 |
Keywords | Situated learning, Consultancy, Methodology, Communities of practice, Identity. |
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Copyright Statement
The final definitive version of this article has been published in the Journal Management learning 38/2, 2007 © SAGE Publications Ltd at the Management learning page: http://mlq.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/
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