Abstract:

Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge. Even if individual employees’ motivation for learning is essential, management need to put efforts on competence development and to find education that combine theory and practice in forms of work-integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. Blended e-WIL courses designed with industry target content aim at knowledge transforming within work practices. However, management support of such transformations is limited and employees often face lack of support after formalized competence interventions. In this paper we explore manufacturing employees’ learning efforts versus the managerial engagement of knowledge transformations after e-learning initiatives. We further explore the effects of transformative learning and knowledge actions, or lack of it, within industry-union-university collaborations.

Addisco is part of a Norwegian union, engaging white collar employees in industries. Built on members’ interest and company knowledge needs, Addisco contracts universities for target-based education. The case is a collaborative venture between Addisco and a Swedish university including three course subjects; Logistics, Engineering tools, and Robotics. Each course give 15 ECTS and is running half time. The e-learning course format consists of, four weekends meetings at the University campus, combined with web-conferences and digital learning material. Twenty participants from approx. 15 companies takes part in each course and represents branches in off-shore, automotive, aerospace, etc. Data collection was conducted through a longitudinal qualitative research, exploring the learning efforts within six Addisco-courses between 2015 and 2018. It included six focus group sessions with a total of 120 employees. We analysed the generation of transformative learning and how the participants’ experienced support of knowledge transformations, after the course interventions. Also, the power of inter-organizational networking between the companies, the university and the union creates a dynamic capacity of knowledge exchange. Addisco was the facilitator for engaging industry-university collaboration, and stimulated co-creation between industry companies. Such joint adventure may generate manufacturing knowledge that should to be supported by industry management. However, most participants described a low or lack of support after conducting e-WIL courses. Results show that stimulation of individual motivation and new skills gained were not promoted within the organisational structure. There seem to be a lack of traditions, functions, time and models for recognition of the new skills achieved, and scarce work of knowledge transformation. Rather, participants claimed it is their individual responsibility and motivation that drives them to competence development for their work function. We therefore argue for stronger management awareness and to develop company strategies that fully appreciate the added values and new knowledge that industry participants bring back after course participation.

Keywords:

Inter-organisational collaboration, knowledge transformation, networking, manufacturing industry, innovative contract education.