Situating organisational learning and public participation: stories, spaces and connections

Pallett, Helen ORCID: https://orcid.org/0000-0001-5014-6356 (2018) Situating organisational learning and public participation: stories, spaces and connections. Transactions of the Institute of British Geographers, 43 (2). pp. 215-229. ISSN 0020-2754

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Abstract

This paper gives one of the first in-depth ethnographic accounts of organisational learning in a public participation organisation, the UK Government-funded Sciencewise programme. It develops the concept of ‘organisational spaces’, highlighting the often diverse spaces found within organisational networks, and positing a co-productionist relationship between these different spaces and the kinds of learning processes that occur. The approach taken affirms the significant and active role of space in organisational learning processes, in a science policy context, as well as demonstrating the importance of connections between different organisational spaces in enabling more transformative learning processes. Two organisational spaces are described based on in-depth ethnographic and qualitative research in and around the Sciencewise programme 2013–2014. It is argued that informal, temporary and experimental organisational spaces have the potential to co-produce more transformative instances of learning, making an understanding of their connectedness to more formal and routinised organisational spaces vital for future research.

Item Type:	Article
Additional Information:	This work was supported by an ESRC 1+3 PhD studentship [grant number ES/I022120/1].
Uncontrolled Keywords:	organisational learning,organisational spaces,story-telling,public participation,organisations of participation
Faculty \ School:	Faculty of Science > School of Environmental Sciences
UEA Research Groups:	Faculty of Science > Research Groups > Environmental Social Sciences
Depositing User:	Pure Connector
Date Deposited:	29 Sep 2017 05:06
Last Modified:	22 Oct 2022 03:07
URI:	https://ueaeprints.uea.ac.uk/id/eprint/64989
DOI:	10.1111/tran.12214

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