From workplace learning to inter‐organizational learning and back: the contribution of activity theory

Engeström, Yrjö; Kerosuo, Hannele

doi:10.1108/13665620710777084

Cited by 204Innovative Education and Learning PracticesOrganizational Learning and LeadershipAdult and Continuing Education Topics

From workplace learning to inter‐organizational learning and back: the contribution of activity theory

Engeström, Yrjö, Kerosuo, Hannele·2007·Journal of Workplace Learning

DOI 10.1108/13665620710777084

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Abstract

Purpose: The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning. Design/methodology/approach: Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, activity theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning. Findings: Activity‐theoretical studies put an emphasis on the object, i.e. on what is done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization. Originality/value: The paper shows that activity theory and the theory of expansive learning provide useful analytical tools for the enrichment of studies in workplace learning, as reported in the articles included in this special issue.

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Many researchers have come to recognize that boundaries challenge established practices and carry learning potential.
“Many researchers have come to recognize that boundaries challenge established practices and carry learning potential (Engeström 2001;Engeström and Kerosuo 2007;Johannessen and Ellingsen 2009).”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Engeström and Kerosuo 2007

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Authors: Engeström, Y., & Kerosuo, H.
Affiliations: University of Helsinki (FI)
ORCID: Engeström, Yrjö
Kerosuo, Hannele
Venue: Journal of Workplace Learning
Publisher: Emerald
Published: 2007-08-14
Volume: 19
Issue: 6
Pages: 336-342
ISSN: 1366-5626 (ISSN-L)
DOI: 10.1108/13665620710777084
OpenAlex: W1980608470
Cited by: 204
References: 22
Citations by year: 2026: 6 · 2025: 7 · 2024: 9 · 2023: 11 · 2022: 8 · 2021: 14 · 2020: 14 · 2019: 12 · 2018: 16 · 2017: 12 · 2016: 11 · 2015: 13 · 2014: 15 · 2013: 10 · 2012: 13
FWCI: 22.98
Type: journal article
Language: en
Open access: closed
Licence: www.emerald.com/insight/site-policies (tdm)
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 › Education › Adult and Continuing Education Topics
Keywords: activity theory, inter-organizational learning, workplace learning, organizational learning, expansive learning, interorganizational networks, collective learning

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From workplace learning to inter‐organizational learning and back: the contribution of activity theory

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