Politics-Based Knowledge Legitimation Model: Power Exercise in Organizational Learning

Autor/in	Nakanishi, Yoshinobu
Titel	Politics-Based Knowledge Legitimation Model: Power Exercise in Organizational Learning
Quelle	In: Learning Organization, 30 (2023) 3, S.273-289 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-03-2022-0039
Schlagwörter	Organizational Learning; Reputation; Epistemology; Politics; Organizational Theories; Beliefs + Suchen Sie Ihr Suchwort? Organisationslernen; Erkenntnistheorie; Politik; Organisationstheorie; Belief; Glaube
Abstract	Purpose: The purpose of this study is to propose a model of knowledge legitimation in organizational learning focusing on the relationship between power politics and legitimacy. Design/methodology/approach: This study adopts the approach of a conceptual discussion. Findings: This study developed an organizational learning model that explains how actors exercise their power and how knowledge is legitimated through politics. The author identified various factors that shape the politics; these factors trigger, enhance, facilitate and inhibit power exercise. This study also identified which type of power (influence, force, domination and discipline) leads to which type of legitimacy (pragmatic, moral and cognitive). Furthermore, this study found that power politics and organizational learning are interrelated; actors' powers bestow legitimacy on knowledge, and knowledge enhances the power of related actors. Originality/value: This study identified the set of factors that shape actors' power exercise in organizational learning as well as their associated mechanism and illustrated how they lead to knowledge legitimation. The author also revealed the relationships between actors' power and legitimacy of knowledge. Finally, this study elaborated on the findings of prior studies concerning politics of organizational learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01