Researching situated learning: participation, identity and practices in client-consultant relationships
Handley, Karen, Clark, Timothy, Fincham, Robin and Sturdy, Andrew. (2007) Researching situated learning: participation, identity and practices in client-consultant relationships. Management Learning, Vol.38 (No.2). pp. 173-191. ISSN 1350-5076Full text not available from this repository.
Official URL: http://dx.doi.org/10.1177/1350507607075774
Situated learning theory has emerged as a radical alternative to conventional cognitivist theories of knowledge and learning, emphasizing the relational and structural aspects of learning as well as the dynamics of identity construction. However, although many researchers have embraced the theoretical strengths of this perspective, methodological and operational issues remain undeveloped in the literature. This article seeks to address these deficiencies by developing a conceptual framework informed by situated learning theory and by investigating the methodological implications. The framework is applied in the context of an empirical study of how management consultants learn the practices and identities appropriate to client-consultant projects. By presenting two vignettes and interpreting them using the conceptual framework, we show how learning is regulated by the consulting firm as well as individuals themselves, and that, paradoxically, 'failure to learn' may be an outcome of consultants' efforts to construct a coherent sense of self.
|Item Type:||Journal Article|
|Subjects:||H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management|
|Divisions:||Faculty of Social Sciences > Warwick Business School|
|Journal or Publication Title:||Management Learning|
|Publisher:||Sage Publications Ltd.|
|Number of Pages:||19|
|Page Range:||pp. 173-191|
|Access rights to Published version:||Restricted or Subscription Access|
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