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Abstract
In recent literature, socio-cultural scholars have argued that new forms of organising work within and across organisations are emerging. Engeström (2008) describes it in terms of ‘from teams to knots’ and in a recent book
Spinuzzi (2015) explores how some forms of work are carried out, not in stable teams inside an organisation, but rather as temporary convenings or ‘adhocracies’ that are formed dynamically around projects, to quickly disband and take their skills to new projects when the project ends. The value of these adhocracies (or their ‘edge’) relies on their ability to form links both inside and outside an organisation. Both accounts analyse how teams are becoming more dynamic, multidisciplinary and need to work across organisational, as well as geographical boundaries in quickly changing configurations of people. Spinuzzi, further argues how these changes are associated with new and emerging digital technologies, and how these technologies change how we communicate, coordinate and collaborate. In this paper, we critically discuss
these conceptualisations in relation to long-term group work within the frame of problem and project-based learning, as it is organised for example in Aalborg University. We explore what these changes might mean for the competences students should acquire in relation to collaboration and working in teams, and how this might impact on our understanding and design of problem and
project based learning
Spinuzzi (2015) explores how some forms of work are carried out, not in stable teams inside an organisation, but rather as temporary convenings or ‘adhocracies’ that are formed dynamically around projects, to quickly disband and take their skills to new projects when the project ends. The value of these adhocracies (or their ‘edge’) relies on their ability to form links both inside and outside an organisation. Both accounts analyse how teams are becoming more dynamic, multidisciplinary and need to work across organisational, as well as geographical boundaries in quickly changing configurations of people. Spinuzzi, further argues how these changes are associated with new and emerging digital technologies, and how these technologies change how we communicate, coordinate and collaborate. In this paper, we critically discuss
these conceptualisations in relation to long-term group work within the frame of problem and project-based learning, as it is organised for example in Aalborg University. We explore what these changes might mean for the competences students should acquire in relation to collaboration and working in teams, and how this might impact on our understanding and design of problem and
project based learning
Original language | English |
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Title of host publication | 7th International Research Symposium on PBL : Innovation, PBL and Competences in Engineering Education |
Editors | Sunyu Wang, Anette Kolmos, Aida Guerra, Weifeng Qiao |
Number of pages | 10 |
Publisher | Aalborg Universitetsforlag |
Publication date | 4 Nov 2018 |
Pages | 106-115 |
ISBN (Electronic) | 978 -87- 7210- 002 -9 |
Publication status | Published - 4 Nov 2018 |
Event | 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education - Beijing, China Duration: 19 Oct 2018 → 21 Oct 2018 |
Conference
Conference | 7th International Research Symposium on PBL |
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Country/Territory | China |
City | Beijing |
Period | 19/10/2018 → 21/10/2018 |
Series | International Research Symposium on PBL |
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ISSN | 2446-3833 |
Keywords
- PBL
- adhocracies
- Knotworking
- Theory
- Problem and Project Based Learnig
Fingerprint
Dive into the research topics of 'Student groups as ‘adhocracies’ – challenging our understanding of PBL, collaboration and technology use'. Together they form a unique fingerprint.Projects
- 1 Finished
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PBL Future
Kolmos, A., Ryberg, T., Stentoft, D., Andreasen, L. B., Kofoed, L. B., Otrel-Cass, K., Clausen, N. R., Bertel, L. B., Velmurugan, G., Sørensen, M. T., Boelt, A. M., Bruun-Pedersen, J. R., Kristensen, N. S., Scholkmann, A., Tretow-Fish, T. A. B., Lolle, E. L. & Christensen, L. L.
01/11/2017 → 01/11/2020
Project: Research