University of Twente Student Theses


Effective Interactions in Learning Communities : The Role of Relations-Oriented Behaviour and Learning

Wissink, Koen (2023) Effective Interactions in Learning Communities : The Role of Relations-Oriented Behaviour and Learning.

[img] PDF
Abstract:The rapid pace of technological innovations in the energy sector poses a challenge for installation companies to keep their employees’ knowledge and skills up-to-date in order to keep up with the innovations and deliver a high level of quality to their customers. Learning communities (LCs) have been proposed as an effective method to assist installation workers and companies in keeping pace with this innovation. A crucial element in LCs and a potential driver to pro-actively deal with the challenges in the installation sector, is how the members of the LC learn together. Such learning is also seen as the primary indicator of an effective learning community. To examine the LCs, focussing on how its members interact and learn with each other, their learning behaviour and relations-oriented behaviour and in the LC will be studied. In an effective LC the aim is to accelerate knowledge sharing in the technology sector. Relations-oriented behaviour is identified as a key factor in promoting team learning and knowledge sharing in the LC (Edmondson, Dillon, & Roloff, 2007). However, we currently do not know much about the learning processes and drivers of these processes in the context of LCs. Also, limited research is available on how relationships within in the LC accelerate knowledge sharing. Therefore, the study seeks to answer the following research question: What are the effects of relations-oriented behaviour on team learning behaviour in LCs, and how does this change over time? To examine how relation-oriented and team learning behaviour manifests in the LC, it is crucial to see what exactly happens in the LC. Therefore, the study employed an exploratory case study approach to observe and systematically code interactions within two LCs of Dutch installation companies over ten weeks. The results of this study indicate that relations-oriented behaviour does not influence team learning behaviour in the LC, but that it changes over time in one LC. Both relations-oriented behaviour and team learning behaviour did increase over time in one of the LCs. This might be mainly due to the topic of the LC. The study recommends using a larger sample size in future research and building on these results to gain a fine-grained understanding of how relations-oriented behaviour influences team learning behaviour in LCs. Keywords: Relation-oriented behaviour, team learning, learning communities, energy transition
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:05 communication studies, 70 social sciences in general, 85 business administration, organizational science
Programme:Educational Science and Technology MSc (60023)
Link to this item:
Export this item as:BibTeX
HTML Citation
Reference Manager


Repository Staff Only: item control page