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Hattinger, M. & Eriksson, K. M. (2018). Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 10-10). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 10-10Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
inter-organisational collaboration, knowledge transformation, workplace transformation, manufacturing industry, work-integrated e-learning.
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13447 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
Hattinger, M. (2018). Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration. (Doctoral dissertation). Trollhättan: University West
Open this publication in new window or tab >>Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is inter-disciplinary and proceed from the ongoing challenges of the increased digitalization, automation and robotization that impact the manufacturing industry's emergent need of high-qualified practitioners. Digitalization also challenges universities to open up to external collaboration and to design blended e-learning targeting industry knowledge needs. The studies take up on such challenges and explore inter-organizational collaborations and forms of knowledge construction to strengthen engineering competences integrated inwork in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformations. The objective is to explore how mutual construction of knowledge emerge through learning activities between multiple actors in a joint industry-university collaborative e-learning practice. The empirical setting is a new type of collaborative course concept developed within the project ProdEx. The project comprise a network of industries and one university in a longitudinal design and implementation process of blended and work-integrated e-learning. This initiative was explored with a collaborative action research approach integrated with five studies, from four perspectives, the industry managers, the practitioners, the research teachers and the course unit. Negotiated knotworking, from cultural-historical activity theory, became a central theoretical concept and a working tool to examine how managers, practitioners and research teachers together negotiated production technology knowledge content and e-learning design towards future workplace transformations. This concept was used to further understand how co-construction of knowledge was developing over time into a richer concept. The results contributes to a wider understanding of how co-construction of knowledge in an e-learning design practice was developing into stronger relations between actors and into more stable courses. Real learning cases and digital labs support theory-practical intertwining of mutual learning of active participation between practitioners and ix research teachers. Initial e-learning technology failures and pedagogical mistakes in the courses were easier to overcome, than issues concerning continuous company support for course participation. Matching industry competence needs with university research fields is continuously challenging. Practitioners' aiming for personal continuous competence development on university level created critical and high-qualitative performances and valuable engagement throughout the process of co-construction of knowledge. The knowledge co-construction became a two-way development, pushing research teachers to active involve and consider practitioners' industry experiences concerning learning content, pedagogical strategies and e-learning forms. While earlier research has discussed the problems of crossing boundaries between industry and university, overall findings show that industry and university actors are crossing boundaries when they mutually co-construct knowledge in an elearningpractice. Co-construction of knowledge entail mutual trust, sideways and interactive learning in a collaborative context. The main contribution suggested in the thesis is that co-constructing expertise entail three levels of activities among actors; to have insight into the purposes and practices of others (relational expertise), the capacity to transform the problems of a practice and together build common knowledge (distributed expertise), and finally the capacity of mutually co-construct knowledge acted upon in practice towards work-integrated transformations (co-constructing expertise).

Place, publisher, year, edition, pages
Trollhättan: University West, 2018. p. 157
Series
PhD Thesis: University West ; 14
Keywords
Competence Development, e-Learning design, Learning activities, Co-construction, Manufacturing industry, Expert knowledge, Knotworking, Expansive Transformation, Boundary crossing
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12022 (URN)978-91-87531-75-0 (ISBN)978-91-87531-76-7 (ISBN)
Public defence
2018-01-16, F104, Trollhättan, 14:47 (Swedish)
Opponent
Supervisors
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-01-25
Hattinger, M. (2018). Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs. International Journal of Continuing Engineering Education and Life-Long Learning, 28(3-4), 235-253
Open this publication in new window or tab >>Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs
2018 (English)In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 28, no 3-4, p. 235-253Article in journal (Refereed) Published
Abstract [en]

This paper addresses two overall challenges that concern university research teachers' professional identities when they make design plans for blended e-learning courses targeting practitioners' competence needs. Research teachers' are challenged by finding applicable learning material that matches practitioners' experiences and workplace knowledge demands. They are also challenged when they need to digitise engineering learning content such as virtual labs, and machine-related cases such as turning and milling aligning to workplace needs. Design plans used for campus education is argued to be insufficient meeting these challenges. Consequently, researchers' professional identities become vulnerable when they cross boundaries between university and industry practices. Results show that even if researchers are not trained for educational e-learning design they identify concepts for digitising cases and labs. By applying a work-integrated learning strategy, the courses integrate practical and theoretical tasks and cases collected from the manufacturing industry workplaces and thereby support competence development. © 2018 Inderscience Enterprises Ltd.

Keywords
e-learning, competence development
National Category
Learning Production Engineering, Human Work Science and Ergonomics
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-13739 (URN)10.1504/ijceell.2018.098076 (DOI)2-s2.0-85062509925 (Scopus ID)
Available from: 2019-03-21 Created: 2019-03-21 Last updated: 2019-06-12Bibliographically approved
Norström, L. & Hattinger, M. (2016). Efforts at the boundaries: Social media use in Swedish municipalities. Paper presented at 8th IFIP WG 8.5 International Conference on Electronic Participation, ePart 2016; Guimaraes; Portugal; 5 September 2016 through 8 September 2016. Lecture Notes in Computer Science, 9821, 123-137
Open this publication in new window or tab >>Efforts at the boundaries: Social media use in Swedish municipalities
2016 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 9821, p. 123-137Article in journal (Refereed) Published
Abstract [en]

Social media is used by the majority of Swedish municipalities. However, the highly interactive features of social media are often not taken advantage of. The study aims to get a better understanding of why social media is not used to its full potential in the municipality. Findings from an interview study with communicators in three Swedish municipalities reveal that the motivation for using social media is often difficult to turn into action. Tensions emerging in the use of social media result in hesitation, uncertainty and a slowing down of work practice. The processes of managing the tensions are characterized by boundary crossing between different communities, such as municipal communicators, elected officials and citizens, with social media itself as an equally important actor. The processes of boundary crossing by the municipal communicators are discussed in terms of learning processes and new emerging competences that might redefine the role of the municipal communicator and hence perhaps the public servant in general. © IFIP International Federation for Information Processing 2016.

Keywords
Artificial intelligence; Computer science; Computers, Boundary crossing; Communicators; E-participation; Municipalities; New competence; Public servants; Social media, Social networking (online)
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-10363 (URN)10.1007/978-3-319-45074-2_10 (DOI)2-s2.0-84984916643 (Scopus ID)
Conference
8th IFIP WG 8.5 International Conference on Electronic Participation, ePart 2016; Guimaraes; Portugal; 5 September 2016 through 8 September 2016
Available from: 2016-12-20 Created: 2016-12-20 Last updated: 2018-12-27Bibliographically approved
Hattinger, M. (2016). Sociomateriality and design – How do we un-pack technology for knowing in practice?: Research in Progress/Workshop. In: : . Paper presented at Twenty-Fourth European Conference on Information Systems (ECIS), İstanbul,Turkey, 2016 (pp. 1-6).
Open this publication in new window or tab >>Sociomateriality and design – How do we un-pack technology for knowing in practice?: Research in Progress/Workshop
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Blended e-learning permeates flexibility and school is no longer the only place for learning, rather through e-learning courses new ways of building competences throughout life and integrated in the workplace can be accomplished. Technological artifacts, the material itself do not create learning,rather, social and pedagogical aspects from a participatory perspective in e-learning courses is needed to balance the impact of technology. Challenges to reach balance between material and social is in this paper illustrated as a sociomaterial learning practice through a work-integrated e-learning (e-WIL) project between a university and collaborating manufacturing industries. This learning practice comprise design of e-learning courses, target industry knowledge needs to reach for being a competent employee. Teachers' and course participants' activities show various challenges of work integrated e-learning. Early results from focus group sessions and observations are categorized as knowing-how to design and use digital learning technology, knowing-what knowledge to be learnt for work practice and knowing-when to use new knowledge in work practice.

Keywords
Sociomateriality, e-learning, Work-Integrated e-Learning, learning technologies, engineering competences.
National Category
Information Systems
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11570 (URN)
Conference
Twenty-Fourth European Conference on Information Systems (ECIS), İstanbul,Turkey, 2016
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-08-12Bibliographically approved
Hattinger, M. & Norström, L. (2016). Unpacking Social Media to explore professionals work practice. In: Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis (Ed.), Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016: . Paper presented at IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 (pp. 1-14).
Open this publication in new window or tab >>Unpacking Social Media to explore professionals work practice
2016 (English)In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, p. 1-14Conference paper, Published paper (Other academic)
Abstract [en]

Organizations are inspired by the massive social media use in the private domain and try to filter interactions and knowledge sharing in socialmedia also for professional purposes. Even if the interest in social media isstrong in the private domain, the use is far less widespread in organizations. The trajectory of traditional information spread through web platforms into use of new and open social media platforms stresses organization's and professionals to enrich user-generated content and take part in and enhance social networking. This study explore how social media is used in organizations and how professionals´ practice is challenged by use of social media of reaching out, sharing knowledge and interaction with target groups. Through illustration of two research cases; municipality-citizens' interactions and university-industry collaborations, three affordances of social media practice are emerging; incentives, perceptions and openness, where social media is constituted as the boundary object

Keywords
Social media practice, affordances, boundary object, e-learning, municipality, higher education
National Category
Pedagogy Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-10383 (URN)978-91-87531-38-5 (ISBN)
Conference
IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2018-08-12Bibliographically approved
Hattinger, M. & Eriksson, K. (2015). Action Design Research: Design of e-WIL for the Manufacturing Industry. In: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings. Paper presented at 21st Americas Conference on Information Systems, AMCIS 2015; El Conquistador Resort and Convention CenterFajardo; Puerto Rico; 13 August 2015 through 15 August 2015. (pp. 1-14).
Open this publication in new window or tab >>Action Design Research: Design of e-WIL for the Manufacturing Industry
2015 (English)In: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings, 2015, p. 1-14Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a cross- organizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two design- and learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.

Keywords
e-learning courses, e-learning in the workplace, manufacturing industry
National Category
Materials Engineering
Research subject
ENGINEERING, Manufacturing and materials engineering; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-8916 (URN)2-s2.0-84963517895 (Scopus ID)978-0-9966831-0-4 (ISBN)
Conference
21st Americas Conference on Information Systems, AMCIS 2015; El Conquistador Resort and Convention CenterFajardo; Puerto Rico; 13 August 2015 through 15 August 2015.
Available from: 2016-01-26 Created: 2016-01-25 Last updated: 2018-08-12Bibliographically approved
Hattinger, M. (2015). Organizational e-learning readiness for technology enhanced competence initiatives in the manufacturing industry (2ed.). In: Landeta Etxeberria, Ana (Ed.), Global e-learning: . Madrid: Udima
Open this publication in new window or tab >>Organizational e-learning readiness for technology enhanced competence initiatives in the manufacturing industry
2015 (English)In: Global e-learning / [ed] Landeta Etxeberria, Ana, Madrid: Udima , 2015, 2Chapter in book (Other academic)
Place, publisher, year, edition, pages
Madrid: Udima, 2015 Edition: 2
Keywords
E-learning, organisations, manufacturing
National Category
Pedagogy Materials Engineering
Research subject
Work Integrated Learning; ENGINEERING, Manufacturing and materials engineering
Identifiers
urn:nbn:se:hv:diva-8931 (URN)978-84-454-2943-3 (ISBN)978-84-454-3127-6 (ISBN)
Available from: 2016-01-27 Created: 2016-01-27 Last updated: 2018-08-09Bibliographically approved
Hattinger, M., Eriksson, K., Malmsköld, L. & Svensson, L. (2014). E-learning Readiness and Absorptive Capacity in the Manufacturing Industry. International Journal of Advanced Corporate Learning, 7(3), 33-40
Open this publication in new window or tab >>E-learning Readiness and Absorptive Capacity in the Manufacturing Industry
2014 (English)In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 7, no 3, p. 33-40Article in journal (Refereed) Published
Abstract [en]

The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.

Keywords
Absorptive capacity, e-learning readiness, technology enhanced competence development, work-integrated learning, Work-integrated Learning, WIL, AIL, e-lärande
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-7157 (URN)
Available from: 2014-12-12 Created: 2014-12-12 Last updated: 2018-01-25Bibliographically approved
Hattinger, M., Spante, M. & Ruijan, D. (2014). Mediated and Situated Engineering Education. In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014: . Paper presented at World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 810-817). Cheasapeake, VA: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Mediated and Situated Engineering Education
2014 (English)In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Cheasapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 810-817Conference paper, Published paper (Refereed)
Abstract [en]

This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.

Place, publisher, year, edition, pages
Cheasapeake, VA: Association for the Advancement of Computing in Education, 2014
Keywords
WIL, Work-integrated Learning, learning, AIL, lärande
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-7154 (URN)
Conference
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014
Available from: 2014-12-12 Created: 2014-12-12 Last updated: 2015-06-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0086-9067

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