This book explores the relationship among knowing, learning, and practice in the development of organizational knowledge. Scholars and practitioners from the U.S. and abroad focus on organizational learning as a collective, social, and not entirely cognitive activity. These experts represent a wide range of disciplinary backgrounds (including management, IT/collaborative technology, sociology, psychology, and political science) and research traditions (symbolic interaction, activity theory, and actor network theory). They explore the implications for research and intervention growing out of...

This work explores the relationship among knowing, learning, and practice in the development of organizational knowledge. It explores the implications for intervention growing out of the notion that organizational knowledge cannot be conceived as a mental process residing in members' heads.

This book makes an important contribution to our understanding of practice-based organizational learning and knowing.

• Based on the author's detailed study of safety practices in different corporate settings.
• The author uses this study to empirically describe how learning, knowing and organizing are practised.
• Centred on the concepts of -knowing in practice- and the -texture- of organizational knowledge.
• Gives a rich account of how organizations learn and how corporate practices and policies evolve.

The research-practice gap is a persistent problem in healthcare - significant new knowledge is created but only some of it is shared and even less is used. As a consequence, many innovative ideas fail to change practice in healthcare settings. Academics, practitioners, and governments alike, agree that finding new ways of mobilizing knowledge is critical to reducing this gap. Yet knowledge mobilization is especially difficult in such a complex setting. This is because knowledge is essentially social and contextual in its very nature. Straightforward, linear 'transfer' models fail to work....