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Learning Dynamics across Boundaries of IS Context: A Structural perspective to Support Knowledge Management

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  • Luciana Castro Gonçalves

    (IRG - Institut de Recherche en Gestion - UPEM - Université Paris-Est Marne-la-Vallée - UPEC UP12 - Université Paris-Est Créteil Val-de-Marne - Paris 12, Université Gustave Eiffel, ESIEE Paris)

Abstract

This paper seeks to analyze the extent to which organizations can learn in an Information System (IS) context by focusing on the relationship between projects and communities of practice. Adopting a theoretical framework combining the social learning literature (Lave, 1991; Wenger; 1998, Orlikowski, 2002) and a structural approach (Giddens, 1984), we used an ethnographic study to examine two contrasting learning dynamics in the IS Department of a multinational car manufacturer. Our findings highlight embeddedness and facilitating and inhibiting factors in learning process. Our discussion suggests an integrated knowledge management perspective (Pawlowski, Robey, 2004; Levine, Xin, 2007, Srikantaiahet al., 2010).

Suggested Citation

  • Luciana Castro Gonçalves, 2012. "Learning Dynamics across Boundaries of IS Context: A Structural perspective to Support Knowledge Management," Post-Print hal-02340306, HAL.
    • Handle: RePEc:hal:journl:hal-02340306
    DOI: 10.7202/1012392ar
    Note: View the original document on HAL open archive server: https://hal.science/hal-02340306
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    References listed on IDEAS

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