Emergent learning practices in globalizing work

Abstract

Purpose This article aims to analyze emergent learning practices for globalizing work through two research questions: “What are the conceptualizations of work represented by the Virtual Factory and how do they mediate globalizing work?” and “What is the potential of expansive learning efforts to expand conceptualizations towards the emergent learning practices of globalizing work?”. Design/methodology/approach Cultural‐historical activity theory is applied, specifically the historical tool‐mediated activity, concept formation and the zone of proximal development. A dynamic hierarchy of conceptualizations forms the framework for expansive learning efforts. Data were gathered by ethnographic and development interventionist methods from a distributed engineering design project. Findings The paper finds that, historically, multi‐layered conceptualizations of work face developmental challenges in globalizing work. Expansive learning efforts enhance the emergent learning practices when orienting global participants to motivating “why” and “where‐to” conceptualizations. In order to turn emergent practices into sustainable learning practices, material representations need to be created to mediate the bottom‐up and top‐down conceptualizations at the interfaces of distributed work. Research limitations/implications Emergent learning practices are studied longitudinally through concrete work in transformation. The learning approach emphasizes developmental interventions at global workplaces. Practical implications Expansive learning efforts at different levels of conceptualization, may be supported by tools that mediate and sustain emergent learning practices. Social implications Global workplace learning should be a concern of those involved with corporate social responsibility. Originality/value Emergent learning practices offers a new approach for studies of globalizing work through its multi‐layered conceptualizations of work.

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