The role of knowledge in organisations has tended to be considered in the context of its transfer and to a lesser extent its creation. The university-industry relationship is predominantly relied on as an appropriate context for these discussions. However little by way of scholarly attention has focused on the concept of 'knowledge creating' per se or addresses the research question "how can organisational processes facilitate knowledge creating over time?" This research introduces and explores the concept of 'knowledge creating' within an often ignored and under researched theory-practice context - the internship/work placement. Routines theory, and its generative claim, is relied on here to address the processual attribute associated with 'knowledge creating'. Dialogicality has also been identified as an attribute of 'knowledge creating'. This is understood as a sensitivity to otherness that leads to social interaction within dialogical exchanges. Consequently, the objective of this study becomes a question of unpacking process dynamics or generative routine dynamics by using a dialogical theory for knowledge creation. Dialogical exchanges that facilitate continuous articulations and productive relational engagement are assessed with dynamic aspects of routines. By combining routines theory with dialogicality a novel and robust conceptual lens guiding data collection and analysis is provided. Data was collected over four separate internship/placement cycles in Ireland's largest business school during the financial crisis from 2008 to 2014. A plurality of methods was employed for data collection; which included over 60 interviews, 18 hours of direct observation, and 50 separated documentary artifacts. Combined these minimise fragmented descriptions of the internship/placement, while highlighting novel processual dynamics that have previously been overlooked in empirical routines research. The empirical findings highlight three interlinked dualities which contribute to a nuanced understanding of generative routine dynamics; the presence/absence duality; the centrality/peripherality duality and the evaluating/quality duality. When combined these dualities reveal how dialogical exchanges can lead to continuous articulations, which in turn become productive when resulting in action. From this we gain an insight in what we understand as knowledge creating.
|Date of Award||12 Jul 2017|
- University Of Strathclyde
|Supervisor||Stephen Tagg (Supervisor) & Spiros Gounaris (Supervisor)|