presentation of doctoral research at abo akademi university, turku, finland

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Enhancing the capacity for workplace learning and innovation in Scotland Twitter: @LJenk2015 PhD Blog: lyndseyjenkins.org Email: [email protected] Workshop on Workplace Information Literacy Åbo Akademi University, Turku, Finland 5 th December 2017 Presentation by Lyndsey Jenkins 3 rd year PhD student at Edinburgh Napier University Supervised by: Professor Hazel Hall Professor Robert Raeside

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Page 1: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Enhancing the capacity for workplace

learning and innovation in Scotland

Twitter: @LJenk2015PhD Blog: lyndseyjenkins.org Email: [email protected]

Workshop on Workplace Information Literacy

Åbo Akademi University, Turku, Finland

5th December 2017

Presentation by Lyndsey Jenkins

3rd year PhD student at Edinburgh Napier University

Supervised by:

Professor Hazel Hall

Professor Robert Raeside

Page 2: Presentation of doctoral research at Abo Akademi University, Turku, Finland

• Doctoral research – 3 years

• Funded by Economic and Social

Research Council (ESRC)

• Supported by Skills Development

Scotland (SDS)

• Focus on how people learn to

innovate (from the information

science perspective)

Background to the PhD

2

Page 3: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Innovation as a concept

Recognise

Create

Champion

Implement

3

Innovative work behaviour

Page 4: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Workplace learning as a concept

“Workplace learning is understood as the acquisition of employment and

organisational specific skills and knowledge, through means of gaining experiences

within the organisation itself. Workplace learning encapsulates multiple ways in

which people learn in organisations, such as through formal training delivery or

informal interaction and knowledge sharing processes.”

Billet (2012)

Jacobs & Park (2009)

Ramage (2014)

4

Page 5: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Literature within the

PhD

5

Page 6: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Information Science

Organisational

Studies

PsychologySupportive

leaders

Individual

abilities

Training

Digital tools

Appealing

workspace

?IWB

6

Page 7: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Information science…

Research Aim Gap

Information Behaviour

(e.g. Hauschildt, 1996)

How information

behaviours influence

innovation

Innovative work

behaviours

Information literacy

(e.g. Crawford & Irving,

2009)

How information literacy

builds skills in the

workplace

How people learn

Knowledge

management

(e.g Liau & Wu, 2010)

How knowledge sharing

influences organisations

Individual learning

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Page 8: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Social Cognitive

Theory

(Bandura, 1986)

The theoretical framework

8

Page 9: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Triadic reciprocal causation

Pálsdóttir, A. (2013). Social cognitive theory. In Wilson, T. D. (Ed.). Theory in information behaviour research. Sheffield, UK: Eiconics

Ltd. [E-book] ISBN 978-0-9574957-0-8.

Intra-personal factors (cognitive)

Environment

(social)

Behaviour

9

Self-efficacy

Page 10: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Application to information science

• Information systems (see

Carillo, 2010 for a review)

• Information seeking and

knowledge sharing (see

Bock & Kim, 2002;

Pálasdóttir, 2013)

• Information Behaviour

(Case & Given, 2016, p.201;

Ren, 2000)

• Model development (see

Kurbanoglu, 2006;

Savolainen, 2002; Wilson,

1997)

However:

Many studies only use part of

Social Cognitive Theory

e.g. self-efficacy

The belief that you can achieve

a given goal

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Page 11: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Application to this research

• No theories suitable from information science

• Borrowing form other disciplines is justified

(e.g Hall, 2003)

• SCT addresses multidisciplinary nature of this

research project

• SCT has been applied to information science

research (e.g. information systems, model and

theory development)

• SCT has been applied to themes that could

influence learning in employment contexts

(e.g. knowledge sharing, information

behaviour, information literacy)

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Page 12: Presentation of doctoral research at Abo Akademi University, Turku, Finland

RQ1a: How do contextual factors support

innovative work behaviours for application at the

individual and collective levels in the workplace?

RQ2: What are the determinants of successful

workplace learning in relation to learning to

innovate?

RQ3: How can successful workplace learning be

identified in relation to learning to innovate?

RQ4: How do information behaviours support

successful workplace learning as related to the

development of innovative work behaviours?

RQ5: Which factors support the development of

innovation, or influence the proportion of innovative

enterprises at national level in European

countries?

Research questions

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Page 13: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Anticipated outcome

Workplace learning

Innovative work behaviour

Framework or guidelines to explain this relationship

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Page 14: Presentation of doctoral research at Abo Akademi University, Turku, Finland

A multimethod approach

14

Literature search:

Organisational studies

Literature search: Information

Science

Literature search: PsychologyLiterature

review

Research

questions

(6 developed)

How do I explore the research questions?

Considerations to research methods

Determination of approach

(mainly) Qualitative Quantitative

Case study 1

Case study 2

Case study 3

Interviews

Focus groups

Surveys

Secondary data analysis

Page 15: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Stage 1:

Secondary data

analysis of

European

and

UK

innovation data

Methods

15

Page 16: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Stage 3: Stage 2:

3 Case studies:

• Interviews

• Focus groups

• Survey

Evaluate results:

• Workshop

• Focus group

Methods

16

UK university

NHS

Finnish University

Page 17: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Find me elsewhere:

Email: [email protected]

Twitter: @LJenk2015

PhD Blog: lyndseyjenkins.org

Napier Page: http://www.napier.ac.uk/people/lyndsey-

jenkins

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Page 18: Presentation of doctoral research at Abo Akademi University, Turku, Finland

References• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall: Englewood Cliffs, NJ.

• Battistelli, A., Montani, F., & Odoardi, C. (2013). The impact of feedback from job and task autonomy in the relationship between dispositional

resistance to change and innovative work behaviour. European Journal of Work and Organizational Psychology, 22(1), 26–41.

• Billett, S. (2012). Workplace Learning. In Seel, N.M. (Ed.), Encyclopaedia of the Sciences of Learning

• (3446-3483). New York: Springer.

• Bock, G. W. & Kim, Y-G. (2002). Breaking the myths of rewards: An exploratory study of attitudes about knowledge sharing. Information Resources

Management Journal, 15(2), 14-21.

• Cacciattolo, K. (2015). Defining Workplace Learning. European Scientific Journal: Special Edition, 1, 243-250.

• Carillo, K.D. (2010). Social Cognitive Theory in IS Research – Literature Review, Criticism, and Research Agenda. In S.K. Prasad., H.M. Vin., S.

Shani., M.P. Jaiswal., & B. Thipakon. (Eds). Proceedings of the 4th International Conference, ICISTM 2010: Information Systems, Technology and

Management (pp.20-31). Germany: Springer.

• Case, D.O., & Given, L.M. (2016). Looking for Information: A survey of research on information seeking, needs and behaviour (4th ed.). Bingley, UK:

Emerald Group Publishing Ltd.

• Crawford, J., & Irving, C. (2009). Information literacy in the workplace: a qualitative exploratory study. Journal of Librarianship and Information

Science, 41(1), 29-38.

• Detlor, B., Ruhi, U., Turel, O., Bergeron, P., Choo, C. W., Heaton, L., & Paquette, S. (2006). Effect of Knowledge Management Context on

Knowledge Management Practices: An Empirical Investigation”. Electronic Journal of Knowledge Management, 4(2), 117–128.

• Hauschildt, J. (1996). Innovation, creativity and information behaviour. Creativity and Innovation Management 5(3), 169-178.

• Jacobs, R. L., & Park, Y. (2009). A Proposed Conceptual Framework of Workplace Learning: Implications for Theory Development and Research in

Human Resource Development. Human Resource Development Review, 8(2), 133–150.

• Kurbanoglu, S. S., Akkoyunlu, B. & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730-

743

• Liao, S., & Wu, C. (2010). System perspective of knowledge management, organizational learning, and organizational innovation. Expert Systems

with Applications 37(2), 1096-1103.

• Liao, S., & Wu, C. (2010). System perspective of knowledge management, organizational learning, and organizational innovation. Expert Systems

with Applications 37(2), 1096-1103.

• Pálsdóttir, A. (2013). Social cognitive theory. In Wilson, T. D. (Ed.). Theory in information behaviour research. Sheffield, UK: Eiconics Ltd. [E-book]

ISBN 978-0-9574957-0-8.

• Savolainen, R. (2002). Network competence and information seeking on the Internet: From definitions towards a social cognitive model. Journal of

Documentation, 58(2), 211-226, doi: 10.1108/00220410210425467

• Ramage, C. (2014). Learning to learn through university accredited work-based learning: a threshold conception. Journal of Workplace Learning,

26(8), 488-510.

• Ren, W-H. (2000). Library instruction and college student self-efficacy in electronic information searching. Journal of Academic Librarianship, 26(5),

323–328.

• Wilson, T. D. (1997). Information behaviour: An interdisciplinary perspective. Information Processing and Management, 33(4), 551-572.

• Za, S., Spagnoletti, P., & North-Samardzic, A. (2014). Organisational learning as an emerging process: The generative role of digital tools in

informal learning practices. British Journal of Educational Technology, 45(6), 1023–1035.18

Page 19: Presentation of doctoral research at Abo Akademi University, Turku, Finland

Session structure slide: http://www.olmcridgewood.com/index.php/session-6-students

Keep calm: https://www.keepcalm-o-matic.co.uk/p/keep-calm-i-m-a-doctoral-student/

ESRC logo: http://www.esrc.ac.uk/

Skills Development Logo: http://www.skillsdevelopmentscotland.co.uk/

SGSSS logo: http://www.socsciscotland.ac.uk/

human head - http://productinnovationnow.com/innovation-definition/

Stick man: http://clipartix.com/thinking-clipart-image-12285/

Workplace learning: https://gss.civilservice.gov.uk/learning-and-development/

Organisational learning: https://www.cebglobal.com/talentdaily/knowledge-sharing-power-sharing/

Question mark world: https://pixabay.com/en/photos/question%20mark/

SCT image: https://www.pinterest.com/explore/social-cognitive-theory/

Question marks: https://www.canstockphoto.com/images-photos/theory.html

Healthcare: https://www.thoughtspot.com/solutions/healthcare-life-sciences

University: http://trail.pugetsound.edu/?p=13323

Question marks and people: https://community.uservoice.com/blog/customer-interview-questions/

Image credits

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