Boundary crossing and learning in creation of new work practice
Abstract
The following theoretical challenges concerning learning in organizations and at work are examined in the study. First, organizational learning is not only the formation of collective routines; it is also tool‐creation and implementation. Second, tools evolve as they are implemented. Third, tools become powerful when they become an interconnected instrumentality and constellations. Tool‐creation and implementation are examined when a new set of tools is being appropriated for collaboration between primary and secondary health care. Boundary crossings in the interaction of the multiple providers are focused as an essential context of tool‐creation during implementation. The findings concerning the tool‐creation during implementation process include the productivity of the resistance, the importance of turning points, the formation of the new instrumentality, the discovery of gaps, and the necessity of stabilization and maintenance in organizational learning. Finally, conclusions about learning in the creation of work practice will be proposed.
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One major challenge in medical work today is fragmentation of care, or fragmentation of the object, especially salient in care of patients with multiple chronic conditions.
“One of the major challenges in medical work today is the fragmentation of care, or in activity-theoretical terms, the fragmentation of the object, especially salient in the care of patients with multiple chronic conditions (Kerosuo and Engeström 2003;Engeström 2018;Meijer et al. 2020, in press).”
From Using activity theory to transform medical work and learning (2021) · cites this paper as Kerosuo and Engeström 2003
In multiple cycles of expansive learning, practitioners and patients generated a new instrument called the care agreement, initiated by a physician who noticed fragmentation in the care of a patient with multiple chronic illnesses.
“In multiple cycles of expansive learning, practitioners and patients generated a new instrument called the care agreement initiated by a physician who noticed fragmentation in the care of a patient with multiple chronic illnesses (Kerosuo and Engeström 2003).”
From Using activity theory to transform medical work and learning (2021) · cites this paper as Kerosuo and Engeström 2003
Cites
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436 · see citing works
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Boundary Crossing and Boundary Objects
Akkerman, S. F., & Bakker, A. (2011) · Review of Educational Research · doi:10.3102/0034654311404435 · Cited by 2,361 · see citing works
The emergence of learners’ transformative agency in a Change Laboratory intervention
Haapasaari, A., Engeström, Y., & Kerosuo, H. (2016) · Journal of Education and Work · doi:10.1080/13639080.2014.900168 · Cited by 259 · see citing works
Self-citationLingard, L., McDougall, A., Levstik, M., Chandok, N., Spafford, M. M., & Schryer, C. (2012) · Medical Education · doi:10.1111/j.1365-2923.2012.04339.x · Cited by 138 · see citing works
Using activity theory to transform medical work and learning
Engeström, Y., & Pyörälä, E. (2021) · Medical Teacher · doi:10.1080/0142159x.2020.1795105 · Cited by 137 · see citing works
Self-citationActivity Theory and Learning at Work
Engeström, Y. (2014) · Tätigkeit - Aneignung - Bildung · doi:10.1007/978-3-658-02120-7_3 · Cited by 101 · see citing works
Self-citationWorking in “teams” in an era of “liquid” healthcare: What is the use of theory?
Bleakley, A. (2013) · Journal of Interprofessional Care · doi:10.3109/13561820.2012.699479 · Cited by 84 · see citing works
The Development of Teachers’ Intercultural Competence Using a Change Laboratory Method
Teräs, M., & Lasonen, J. (2013) · Vocations and Learning · doi:10.1007/s12186-012-9087-8 · Cited by 25 · see citing works
- Authors
- Kerosuo, H., & Engeström, Y.
- Affiliations
- University of Helsinki (FI)
- Venue
- Journal of Workplace Learning
- Publisher
- Emerald
- Published
- 2003-12-01
- Volume
- 15
- Issue
- 7/8
- Pages
- 345-351
- ISSN
- 1366-5626 (ISSN-L)
- OpenAlex
- W2158668668
- Cited by
- 171
- References
- 1
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 4 · 2023: 3 · 2022: 7 · 2021: 7 · 2020: 8 · 2019: 8 · 2018: 5 · 2017: 11 · 2016: 7 · 2015: 8 · 2014: 9 · 2013: 14 · 2012: 13
- FWCI
- 10.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Workplace Learning (publishedVersion)
- Topics
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Organizational Learning and Leadership
- Social Sciences › Sociology and Political Science › Information Systems Theories and Implementation
- Keywords
- boundary crossing, organizational learning, tool implementation, work practices, instrumentality, constellations, resistance, turning points, workplace learning
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