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Presentation of doctoral research at Abo Akademi University, Turku, Finland

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Presentation of doctoral research at Abo Akademi University, Turku, Finland.

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Presentation of doctoral research at Abo Akademi University, Turku, Finland

  1. 1. Enhancing the capacity for workplace learning and innovation in Scotland Twitter: @LJenk2015PhD Blog: lyndseyjenkins.org Email: L.Jenkins@napier.ac.uk 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
  2. 2. • 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
  3. 3. Innovation as a concept Recognise Create Champion Implement 3 Innovative work behaviour
  4. 4. 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
  5. 5. Literature within the PhD 5
  6. 6. Information Science Organisational Studies PsychologySupportive leaders Individual abilities Training Digital tools Appealing workspace ? IWB 6
  7. 7. 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 7
  8. 8. Social Cognitive Theory (Bandura, 1986) The theoretical framework 8
  9. 9. 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
  10. 10. 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 10
  11. 11. 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) 11
  12. 12. 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 12
  13. 13. Anticipated outcome Workplace learning Innovative work behaviour Framework or guidelines to explain this relationship 13
  14. 14. A multimethod approach 14 Literature search: Organisational studies Literature search: Information Science Literature search: Psychology Literature 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
  15. 15. Stage 1: Secondary data analysis of European and UK innovation data Methods 15
  16. 16. Stage 3:Stage 2: 3 Case studies: • Interviews • Focus groups • Survey Evaluate results: • Workshop • Focus group Methods 16 UK university NHS Finnish University
  17. 17. Find me elsewhere: Email: L.Jenkins@napier.ac.uk Twitter: @LJenk2015 PhD Blog: lyndseyjenkins.org Napier Page: http://www.napier.ac.uk/people/lyndsey- jenkins 17
  18. 18. 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
  19. 19. 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 19

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