This thesis investigates how knowledge is created, shared, and put into practice within a public organization, using the lenses of work-integrated learning, and joint framework of organizational learning and knowledge creation theories. The study draws on the research internship at the Trollhättanmunicipality, including the research report, to examine how new knowledge is handled by individuals and groups within the municipality (i.e., on individual and group level). Additionally, the study explores how decision makers perceive organizational learning (i.e., on organizational level). Moreover, it sheds light on the challenging task of delineating clear boundaries between knowledge creation and organizational learning, suggesting their inherent interconnectedness and shared processes. Further exploration in this direction promises valuable insights for the fields of organizational learning, knowledge creation, and WIL.

The study employs qualitative methods and thematic analysis to analyze collected data. Ethical considerations, reliability, validity, and generalizability are addressed. The findings highlight collaboration, evidence-based practices, adaptability, and research integration as crucial for decisionmaking and continuous improvement. This study contributes to both our understanding of knowledge dynamics in organizations, promoting effective learning and innovation and the broader field of workintegrated learning (WIL)