Learning through projects: identifying opportunities for individual professional learning and development

References

• Anderson, I., et al., 2008. CABLE: an approach to embedding blended learning in the curricula and across the institution. Reflecting education, 4 (1), 30–41. Available from: http://www.reflectingeducation.net/index.php/reflecting/article/view/53 [Accessed 8 February 2013].
   Google Scholar
• Argote, L. and Miron-Spektor, E., 2011. Organizational learning: from experience to knowledge. Organization science, 22 (5), 1123–1137.
   Web of Science ®Google Scholar
• Argyris, C., 1999. On organizational learning. 2nd ed. Oxford, UK: Blackwell.
   Google Scholar
• Argyris, C. and Schön, D.A., 1978. Organizational learning: a theory of action perspective. Reading, UK: Addison-Wesley.
   Google Scholar
• Aslam, H.D., et al., 2011. A journey from individual to organizational learning. (Exploring the linking bridge: team learning). International journal of academic research, 3 (3), 738–745.
   Google Scholar
• Ayas, K., 1996. Professional project management: a shift towards learning and a knowledge creating structure. International journal of project management, 14 (3), 131–136.
   Google Scholar
• Barker, M. and Neailey, K., 1999. From individual learning to project team learning and innovation: a structured approach. Journal of workplace learning, 11 (2), 60–67.
   Google Scholar
• Bickmore, D.L., 2011. Professional learning experiences and administrator practice: is there a connection? Professional development in education, 38 (1), 95–112. doi:10.1080/19415257.2011.579004.
   Google Scholar
• Bloch, D. and Borges, N., 2002. Organisational learning in NGOs: an example of an intervention based on the work of Chris Argyris. Development in practice, 12 (3/4), 461–472. Available from: http://www.jstor.org/stable/4029515 [Accessed 8 February 2013].
   Google Scholar
• Boreham, N.C., Samurçay, R. and Fischer, M., 2002. Work process knowledge. London: Routledge.
   Google Scholar
• Britton, B., 2002. Learning for change: principles and practices of learning organisations. The Swedish Mission Council. Available from: http://www.wageningenportals.nl/sites/default/files/resource/learning_for_change_-_bruce_britton_smc_2002.pdf [Accessed 8 February 2013].
   Google Scholar
• Carter, K. and Halsall, R., 2000. Development projects as a vehicle for managing change in higher education: learning from the journey. Research in post-compulsory education, 5 (3), 317–348.
   Google Scholar
• Chavez-Tafur, J., et al., 2007. Learning from experience. A manual for organising, analysing and documenting field based information [online]. ILEIA, Centre for Information on Low External Input and Sustainable Agriculture. Available from: http://www.agriculturesnetwork.org/library/81067 [Accessed 8 February 2013].
   Google Scholar
• Church Urban Fund, 2006. Project reflection workshop [online]. London: Church Urban Fund. Available from: http://www.cuf.org.uk/sites/default/files/Project%20Reflection%20Workshop2.pdf [Accessed 8 February 2013].
   Google Scholar
• Davies, R. and Dart, J., 2005. The ‘Most Significant Change’ (MSC) technique – a guide to its use [online]. Version 1 – April. Available from: http://www.mande.co.uk/docs/MSCGuide.pdf [Accessed 8 February 2013].
   Google Scholar
• Denton, D.K., 1996. Four simple rules for leading change. Empowerment in organizations, 4 (4), 5–9.
   Google Scholar
• Dewey, J., 1916/1966. Democracy and education. An introduction to the philosophy of education. New York: The Free Press.
   Google Scholar
• Edwards, F., 2012. Learning communities for curriculum change: key factors in an educational change process in New Zealand. Professional development in education, 38 (1), 25–47.
   Google Scholar
• Eraut, M., 2004. Informal learning in the workplace. Studies in continuing education, 26 (2), 247–273.
   Google Scholar
• Eraut, M. and Hirsh, W., 2007. The significance of workplace learning for individuals, groups and organisations [online]. Skope. Available from: http://www.skope.ox.ac.uk/sites/default/files/Monogrpah%209.pdf [Accessed 8 February 2013].
   Google Scholar
• Evans, K., et al., 2006. Improving workplace learning. Abingdon: Routledge.
   Google Scholar
• Fischer, G. and Nakakoji, K., 1997. Computational environments supporting creativity in the context of lifelong learning and design. Knowledge based systems, 10 (1), 21–28.
   Web of Science ®Google Scholar
• Fischer, M. and Röben, P., 2002. Organisational learning and knowledge sharing: the use, documentation and dissemination of work process knowledge [online]. Paper for the European Conference on Educational Research (ECER), Lisbon, September 11–14. Available from: http://www.itb.uni-bremen.de/projekte/orglearn/DownLoad/ECERPaper.pdf [Accessed 8 February 2013].
   Google Scholar
• Fong, P.S.W., 2003. Knowledge creation in multidisciplinary project teams: an empirical study of the processes and their dynamic interrelationships. International journal of project management, 21 (7), 479–486.
   Google Scholar
• Fullan, M., 1993. Change forces: probing the depths of educational reform. London: Falmer Press.
   Google Scholar
• Furlong, J. and Salisbury, J., 2005. Best practice research scholarships: an evaluation. Research papers in education, 20 (1), 45–83.
   Google Scholar
• Gleick, J., 1993. Chaos: making a new science. London: Abacus.
   Google Scholar
• Haigh, N., 2005. Everyday conversation as a context for professional learning and development. International journal for academic development, 10 (1), 3–16.
   Google Scholar
• Higher Education Academy, 2011. Change academy [online]. Available from: http://www.heacademy.ac.uk/resources/detail/change/change_academy [Accessed 8 February 2013].
   Google Scholar
• Janhonen, M. and Johanson, J.-E., 2011. Role of knowledge conversion and social networks in team performance. International journal of information management, 31 (3), 217–225. doi:10.1016/j.ijinfomgt.2010.06.007.
   Web of Science ®Google Scholar
• Keegan, A. and Turner, J.R., 2001. Quantity versus quality in project-based learning practices. Management learning, 32 (1), 77–98.
   Web of Science ®Google Scholar
• Koskinen, K.U., Pihlanto, P. and Vanharanta, H., 2003. Tacit knowledge acquisition and sharing in a project work context. International journal of project management, 21 (4), 281–290.
   Google Scholar
• Kotnour, T., 2000. Organizational learning practices in the project management environment. International journal of quality & reliability management, 17 (4/5), 393–406.
   Google Scholar
• Leithwood, K., Leonard, L. and Sharratt, L., 1998. Conditions fostering organizational learning in schools. Educational administration quarterly, 34 (2), 243–276.
   Web of Science ®Google Scholar
• Levy, R., Dickerson, C. and Teague, J., 2011. Developing blended learning resources and strategies to support academic reading: a student-centred approach. Journal of further and higher education, 35 (1), 89–106.
   Google Scholar
• Lindkvist, L., 2005. Knowledge communities and knowledge collectivities: a typology of knowledge work in groups. Journal of management studies, 42 (6), 1189–1210.
   Web of Science ®Google Scholar
• Lom, E. and Sullenger, K., 2011. Informal spaces in collaborations: exploring the edges/boundaries of professional development. Professional development in education, 37 (1), 55–74. doi:10.1080/19415257.2010.489811.
   Google Scholar
• Mayes, T., Adamson, V., and Plenderleith, J., 2008. Challenges and realisations from the higher education academy/JISC benchmarking and pathfinder programme [online]. JISC/HEA. Available from: http://rscuk.jiscinvolve.org/wp/files/2008/10/bench_and_pathfinalreview200809261.pdf [Accessed 8 February 2013].
   Google Scholar
• Mazutis, D. and Slawinski, N., 2008. Leading organizational learning through authentic dialogue. Management learning, 39 (4), 437–456.
   Web of Science ®Google Scholar
• McDermott, R., 1999. Learning across teams. How to build communities of practice in team organizations. Knowledge management review, 2 (8), 32–36.
   Google Scholar
• Mitchell, J., Riley, P. and Loughran, J., 2010. Leading professional learning in schools: emotion in action. Teacher development, 14 (4), 533–547.
   Google Scholar
• Mumford, A., 1991. Individual and organisational learning: balance in the pursuit of change. Studies in continuing education, 13 (2), 115–125.
   Google Scholar
• NHS National Library for Health: Specialist Library Knowledge Management, 2005. ABC of knowledge management [online]. Contributor: Caroline De Brún. Available from: http://web.idrc.ca/uploads/user-S/11479492851ABC_of_KM.pdf [Accessed 8 February 2013].
   Google Scholar
• Nonaka, I. and Takeuchi, H., 1995. The knowledge-creating company: how Japanese companies create the dynamics of innovation. New York, NY: Oxford University Press.
   Google Scholar
• Nonaka, I., Umemoto, K. and Senoo, D., 1996. From information processing to knowledge creation: a paradigm shift in business management. Technology in society, 18 (2), 203–218.
   Web of Science ®Google Scholar
• Oswick, C., et al., 2000. A dialogic analysis of organizational learning. Journal of management studies, 37 (6), 887–902.
   Web of Science ®Google Scholar
• Roth, G. and Kleiner, A., 1998. Developing organizational memory through learning histories. Organizational dynamics, 27 (2), 43–59.
   Web of Science ®Google Scholar
• Saunders, M., 2000. Beginning an evaluation with RUFDATA: theorizing a practical approach to evaluation planning. Evaluation, 6 (1), 7–21. Available from: http://evi.sagepub.com/cgi/content/abstract/6/1/7 [Accessed 8 February 2013].
   Google Scholar
• Schindler, M. and Eppler, M.J., 2003. Harvesting project knowledge: a review of project learning methods and success factors. International journal of project management, 21 (3), 219–228.
   Google Scholar
• Senge, P.M., 1994. Moving forward. In: P.M. Senge, et al., authors. The fifth discipline fieldbook: strategies and tools for building a learning organization. New York: Crown Publishing Group, 15–47.
   Google Scholar
• Senge, P.M., 2006. The fifth discipline: the art and practice of the learning organization. London: Randon House Business Books.
   Google Scholar
• Sense, A.J., 2007. Structuring the project environment for learning. International journal of project management, 25 (4), 405–412.
   Google Scholar
• Sense, A.J., 2009. The social learning character of projects and project teams. International journal of knowledge management studies, 3 (3–4), 195–208.
   Google Scholar
• Stacey, R.D., 2001. Complex responsive processes in organisations: learning and knowledge creation. London and New York: Routledge.
   Google Scholar
• Stacey, R. and Griffin, D., 2005. Introduction: researching organizations from a complexity perspective. In: R. Stacey and D. Griffin, eds. A complexity perspective on researching organisations: taking experience seriously. London and New York: Routledge, 1–12.
   Google Scholar
• University of Hertfordshire School of Education, 2006. Learning and teaching. Building learning communities 2006/07. Hatfield, UK: University of Hertfordshire.
   Google Scholar
• Waibel-Fischer, M., Dick, M., and Wehner, T., 2004. Local knowledge in activity systems: the socio-cultural perspective of knowledge development. In: M. Fischer, N. Boreham, and B. Nyhan, eds. European perspectives on learning at work: the acquisition of work process knowledge. Cedefop Reference Series; 56. Luxembourg: Office for Official Publications of the European Communities, 71–95.
   Google Scholar
• Wenger, E., 2010. Communities of practice and social learning systems: the career of a concept. In: C. Blackmore, ed. Social learning systems and communities of practice. London: Springer and the Open University, 179–198.
   Google Scholar
• Wenger, E., McDermott, R. and Snyder, W., 2002. Cultivating communities of practice: a guide to managing knowledge. Boston, MA: Harvard Business School Press.
   Google Scholar