Innovative Learning is Not Enough

  • Claus Elmholdt


Major transformations have occurred in work and organization of work since the advent of what is called the post-industrial society (Bell, 1973), and more recently the innovation economy (Saperstein et al., 2002). These transformations have obviously influenced the conditions of workplace learning. The physical exertion, manual dexterity, and endurance of industrial work have been increasingly displaced by knowledge work that requires attentiveness and the ability to analyze problems and make decisions (Stehr, 1994). A fundamental characteristic of the new innovative economy is a market-driven demand for flexibility and change that has put (innovative) learning high on the agenda. Workers must be willing to and able to engage in lifelong learning — flexibility has become a core requirement of workers (Sennett, 1998).


Knowledge Society Workplace Learning Governing Variable Interview Statement Innovation Economy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Fransisco: Jossey-Bass.Google Scholar
  2. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  3. Bell, D. (1973). The Coming of Post-Industrial Society: A Venture in Social Forecasting. New York: Basic Books.Google Scholar
  4. Contu, A., & Willmott, H. (2003). Re-embedding situatedness: The importance of power relations in learning theory. Organization Science, 14(3), 283–96.CrossRefGoogle Scholar
  5. Dreyfus, H. (2001). On the Internet. London: Routledge.Google Scholar
  6. Ellström, P. E. (2002). Time and the Logics of Learning. Lifelong Learning in Europe, 2, 86–93.Google Scholar
  7. Elmholdt, C. (2001). Læring som social praksis på arbejdspladsen — et feltstudie af læring mellem person, informationsteknologi og organisation. Psykologisk Studieskriftserie, 4(2), 1–175.Google Scholar
  8. Elmholdt, C. (2003). Landscapes of learning in the ICT world — learning as an aspect of change in social practice. PhD thesis, University of Aarhus, Department of Psychology, Aarhus.Google Scholar
  9. Elmholdt, C., & Winsløv, J. H. (1999). Fra lærling til smed. In K. Nielsen & S. Kvale (eds), Mesterlœre — lœring som social praksis (pp. 103–13). København: Hans Reitzels Forlag.Google Scholar
  10. Hansen, J. T., & Nielsen, K. (1999). Stilladsering — en pœdagogisk metafor. Aarhus: Klim.Google Scholar
  11. Illeris, K. (1974). Problemorientering og deltagerstyring: Opkœg til en alternativ didaktik. Køabenhavn: Munksgaard.Google Scholar
  12. Kvale, S. (2003). Frigørende pædagogik som frigørende til forbrug. Pædagogikken som kritisk instans — myte eller virkelighed? NFPF 31st Congress, København.Google Scholar
  13. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  14. March, J. G. (1991). Exploration and exploitation in organizational learning. Organizational Science, 2(1), 74–87.Google Scholar
  15. Marquardt, M. (1996). Building the Learning Organization. New York: McGraw-Hill.Google Scholar
  16. Nielsen, K., & Kvale, S. (eds) (2003). Praktikkens lœringslandskab — at lœre gennem arbejde. København: Akademisk Forlag.Google Scholar
  17. Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.Google Scholar
  18. Saperstein, J., Rouach, D., & Harney, M. (2002). Creating Regional Wealth in the Innovation Economy: Models, perspectives, and best practices. Upper Saddle River, NJ: Financial Times Prentice-Hall.Google Scholar
  19. Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. London: Century Business.Google Scholar
  20. Sennett, R. (1998). The Corrosion of Character: The personal consequences of the new capitalism. New York: W.W. Norton.Google Scholar
  21. Sonne etal. (1995). Aarhus Dockyard Ltd. 1945–95. Aarhus: Aarhus Dockyard Ltd.Google Scholar
  22. Stehr, N. (1994). Knowledge Society. London: Sage.Google Scholar
  23. Swieringa, J. W. A. (1992). Becoming a Learning Organization. Wokingham: Addison-Wesley.Google Scholar
  24. Watkins, K., & Marsick, V. (1993). Sculpturing the Learning Organization. San Francisco: Jossey-Bass.Google Scholar
  25. Weick, K. E., & Westley, F. (1996). Organizational Learning: Affirming an Oxymoron. In S. Clegg, C. Hardy & W. Nord (eds), Handbook of Organizational Studies (pp. 440–58). London: Sage.Google Scholar
  26. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–46.CrossRefGoogle Scholar

Copyright information

© Claus Elmholdt 2005

Authors and Affiliations

  • Claus Elmholdt

There are no affiliations available

Personalised recommendations