Ludwig, M (2011) Learning in the construction industry an analysis based on the activity theory. In: Egbu, C and Lou, E C W (eds.) Proceedings of 27th Annual ARCOM Conference, 5-7 September 2011, Bristol, UK.
Abstract
Cultural historical activity theory is a social-constructivist theory applied in knowledge creation and learning settings. It sees interactions among groups and individuals as governed by their respective histories, enshrined in their activity systems. With its origin in Russian psychology, it informed much educational research and is now also found in organizational learning research. Using this theory interactions between established and small emerging (sub-)contractors leading to learning by the latter are analyzed. Multiple case studies with the emerging small subcontractors at their core were conducted focusing on these contractors interactions with their established main contractors. Nine case studies were conducted throughout South Africa. The analysis using the activity theory highlights some interesting aspects of interactions and resulting learning. The degree of familiarity (common history) between the actors impacts on the learning event and success. Yet differing learning content exists. Some content does not appear to be dependent on the level of common history, and tension between activity systems does not play a major role in learning. In some cases assimilation, rather than joint adoption of knowledge within activity systems are noted. The activity theory thus can assist in explaining some observed phenomena, yet complementing mechanisms of learning exist.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | contractor interaction; organizational learning; South Africa |
| Index terms: | psychology, history, South Africa, interaction, construction industry, subcontractor, knowledge creation, organizational learning, main contractor, case study, activity theory |
| Subjects: | behavioral psychology, industry analysis, theoretical framing, professional development, Geography, architectural and construction history, knowledge management, data collection methods, practitioner |
| Topics: | Information Management, Geographical Context, Research Practice, Roles and Professions |
| Descriptive scope: | 4 PCTE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here