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dc.contributor.authorMacpherson, Allan
dc.contributor.authorKofinas, A.
dc.contributor.authorJones, Oswald
dc.contributor.authorThorpe, Richard
dc.date.accessioned2010-07-12T10:30:51Z
dc.date.available2010-07-12T10:30:51Z
dc.date.issued2010
dc.identifier.citationMacpherson, A. et al (2010) Making sense of mediated learning: Cases from small firms. Management Learning, 41 (3), pp.303-323en
dc.identifier.issn1350-5076
dc.identifier.urihttp://hdl.handle.net/2086/3935
dc.description.abstractThis article explores how artefacts invoke practices that encourage, support and sustain trajectories of collective learning. Analysis is drawn from three longitudinal case studies of small firms. Illustrations are offered of how learning activities are mediated by symbolic and material artefacts that are present in day-to-day work activities. Artefacts are shown to have a mediating effect on discourse, identity formation, learning routines, politics and conflict, and to create space and time for reflection and learning. The theoretical contribution lies in the explication of the pliable and multifaceted role that artefacts play in supporting learning processes. We also argue for a nuanced understanding of how artefacts might be used to shape learning trajectories. Our conclusions indicate that understanding the role of artefacts can enable more effective policy making and facilitate the development of support mechanisms for small firms. The perspectives we offer also have implications for learning in larger organizations.en
dc.language.isoenen
dc.publisherSageen
dc.titleMaking sense of mediated learning: Cases from small firms.en
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.1177/1350507609357002
dc.researchgroupOrganisational Development and Changeen
dc.peerreviewedYesen
dc.ref2014.selected1364985681_0010660035458_19_3


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