The Learning Potential of Boundary Crossing in the Context of Product Introduction

Autor/inn/en	Gustavsson, Maria; Säfsten, Kristina
Titel	The Learning Potential of Boundary Crossing in the Context of Product Introduction
Quelle	In: Vocations and Learning, 10 (2017) 2, S.235-252 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gustavsson, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-016-9171-6
Schlagwörter	Material Development; Manufacturing; Manufacturing Industry; Foreign Countries; Workplace Learning; Semi Structured Interviews; Focus Groups; Employees; Interprofessional Relationship; Engineering; Technical Occupations; Cooperative Learning; Sweden + Suchen Sie Ihr Suchwort? Lehrmaterialentwicklung; Herstellung; Fertigungswirtschaft; Produzierendes Gewerbe; Ausland; Employee; Arbeitnehmer; Beschäftigter; Maschinenbau; Technical occupation; Technischer Beruf; Kooperatives Lernen; Schweden
Abstract	The aim is to explore challenges related to the integration between product development and production in product introduction and, given these challenges, to analyse the learning potential of boundary crossing in the context of product introduction. The paper draws on evidence from a Swedish manufacturing company. The theoretical framework is based on a boundary-crossing perspective, which in turn is framed by a workplace learning perspective. Data were collected through interviews with 19 employees from the product development department and 21 employees from the production plant, and 8 focus-group interviews. Within the company, there were many challenges related to product introduction, but the findings also show these challenges can provide learning opportunities by enabling the boundaries to be crossed between the product development department and the production plant. Several forms of intrapersonal or interpersonal boundary crossing were identified. Individuals acted as brokers, and prototypes, pre-series, DfA analysis and a crossfunctional team served as boundary objects and encounters. Nothing in our study indicates that the boundary crossing identified on the intrapersonal and interpersonal levels created learning potentials on the organisational level in the company. The conclusion is that it is necessary to consider the learning potential made available by boundary crossing in order to support learning, and thereby improve the integration between product development and production in product introduction. By seeing and using prototypes and pre-series production as learning opportunities you can create a better preparedness and provide collective access to knowledge required for successful product introduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01