Publication Type

Journal Article

Version

submittedVersion

Publication Date

6-2007

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 clientconsultant 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.

Keywords

Communities of practice, Identity, Consultancy, Situated learning, Methodology

Discipline

Organizational Behavior and Theory

Research Areas

Organisational Behaviour and Human Resources

Publication

Management Learning

Volume

38

Issue

2

First Page

173

Last Page

191

ISSN

1350-5076

Identifier

10.1177/1350507607075774

Publisher

SAGE Publications (UK and US)

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1177/1350507607075774

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