Table II Crosstabulation of level of learner and context of learning

Context of t Learning'—v

Level of | Learner

Individual I

Group G

Organisation O

organisational I/O

Individual 1

individual leSms alone

Individual learns within a group

Individual learns within an organisation

Individual . learns within a dyad

Individual learns within a network

Group G

Group's \ (earning is influenced bv an individual

tiroup learns SbiVKigb ini>fl3mjp inter&qfm

Group learns within an. organisation

Group learns within a oyad

Group learns within a network

Organisation O

Org's learning is mfluencetr iridi vidua!

Org's tearnlilg. is influenced by a group

"Org. learns -thmueh intra oïj^jmtracaon

Organisation learns within a dyad

Org. learns within a network

Dyad D

Dyad's learning is influenced bv an individual

Dyad's , learning is influenced bv a group

D y ad's learning is influenced bv ¡in organisation

Oyiid learns -irîrough ihtmtRgd mte>iii:TO»ç

D.yad learns within a network

Network N

Network's ¡earning is influenced by an individual

Network's ¡earning is influenced by a group

Network's learning is influenced bv an organisation

Network learning is mf!uenced by a d yad

Network Jeaftis through itrtraftetworK lntcraciiijri

Source: Reproduced from Knight (2002)

Source: Reproduced from Knight (2002)

a naming method of row/column (learner then context) to identify different cases. For the cells above the top left to bottom right diagonal (as indicated by the arrow), context is described as being a setting within which the group is learning. Below the diagonal, e.g. cell G/I the context is taken to mean catalyst for learning.

Knight positions network learning as learning by a group of organisations in any context - the unit of learning is the network and she maps this onto the bottom row of Table II. For Knight (2002) there is a particular interest in inter-organisational learning. She defines this as learning in a dyadic or inter-organisational setting in which the learner could be an individual, a group, an organisation, a dyad or a network. This view differs from earlier researchers such as Larsson et al. (1998) amongst others, but our experience here of facilitating an inter-organisational network causes us to agree with her definition.

Where learning networks would be mapped depends, according to Knight (2002) on the specific example. A group of professionals (e.g. solicitors) informally exchanging information would be mapped as individuals learning within a group (cell I/G). A group of firms routinely sharing knowledge that is applied within the member firms would be mapped as organisations learning within a network (O/I-O). For further examples see Knight (2002).

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