Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Researching situated learning: participation, identity and practices in client-consultant relationships

Tools
- Tools
+ Tools

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. doi:10.1177/1350507607075774 ISSN 1350-5076.

Research output not available from this repository.

Request-a-Copy directly from author or use local Library Get it For Me service.

Official URL: http://dx.doi.org/10.1177/1350507607075774

Request Changes to record.

Abstract

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.
ISSN: 1350-5076
Official Date: April 2007
Dates:
DateEvent
April 2007Published
Volume: Vol.38
Number: No.2
Number of Pages: 19
Page Range: pp. 173-191
DOI: 10.1177/1350507607075774
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

Data sourced from Thomson Reuters' Web of Knowledge

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us