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Implicit theories of innovation and ...

Mylopoulos, Maria.

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Implicit theories of innovation and expertise: Impact within medical teams.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Implicit theories of innovation and expertise: Impact within medical teams./
Author:	Mylopoulos, Maria.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1816.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR27701
ISBN:	9780494277010

Implicit theories of innovation and expertise: Impact within medical teams.
Mylopoulos, Maria.

Implicit theories of innovation and expertise: Impact within medical teams. - 118 p.

Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1816.

Thesis (Ph.D.)--University of Toronto (Canada), 2007.

This thesis sought to understand how workers perceived the factors affecting individual and collective agency towards knowledge work. A review of the literature on organizational learning and innovation suggested that innovative practice in organizations is best understood as a dynamic interaction between individuals and their social context. This thesis proposed that an important missing link in understanding organizational learning is understanding workers' implicit theories about innovation, expertise and innovative practice. In particular, understanding the innovative practice of both experts and novices and how they work and learn together in an organizational context. Following this line of inquiry, 25 Clinical Clerks and 13 Clinical Faculty participated in semi-structured interviews in order to gain an understanding of how members of medical teams at different levels of expertise perceived their own innovative practice. A grounded theory analysis of the interview transcripts suggested that worker's implicit theories of innovation and expertise impact their agency towards organizational learning and knowledge work and furthermore that worker's implicit theories are often inconsistent with theories of organizational learning and knowledge building. Addressing this inconsistency is proposed as an important step for the design of medical education programs and, more broadly, the development of learning organizations.

ISBN: 9780494277010Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Implicit theories of innovation and expertise: Impact within medical teams.
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500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1816.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2007.
520 $a This thesis sought to understand how workers perceived the factors affecting individual and collective agency towards knowledge work. A review of the literature on organizational learning and innovation suggested that innovative practice in organizations is best understood as a dynamic interaction between individuals and their social context. This thesis proposed that an important missing link in understanding organizational learning is understanding workers' implicit theories about innovation, expertise and innovative practice. In particular, understanding the innovative practice of both experts and novices and how they work and learn together in an organizational context. Following this line of inquiry, 25 Clinical Clerks and 13 Clinical Faculty participated in semi-structured interviews in order to gain an understanding of how members of medical teams at different levels of expertise perceived their own innovative practice. A grounded theory analysis of the interview transcripts suggested that worker's implicit theories of innovation and expertise impact their agency towards organizational learning and knowledge work and furthermore that worker's implicit theories are often inconsistent with theories of organizational learning and knowledge building. Addressing this inconsistency is proposed as an important step for the design of medical education programs and, more broadly, the development of learning organizations.
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