A Melting Pot of Knowledge: A case study exploring willingness and barriers to knowledge sharing and learning among junior and senior preschool teachers in the public sector
(2020) BUSN49 20201Department of Business Administration
- Abstract
- Aim: This thesis aims to develop a deeper understanding of how junior and senior preschool teachers engage in knowledge sharing and learning in a public sector organisation as well as how their knowledge sharing and learning behaviour is being challenged.
Literature Review: Our literature review focuses on knowledge and knowledge sharing and relates it specifically to the public sector which corresponds to our case organisation. We also discuss literature on willingness and barriers to knowledge sharing and learning, considering differences related to various age and experience levels.
Methodology: By conducting 13 semi-structured interviews with 4 junior and 7 senior preschool teachers as well as 2 superiors we followed a qualitative... (More) - Aim: This thesis aims to develop a deeper understanding of how junior and senior preschool teachers engage in knowledge sharing and learning in a public sector organisation as well as how their knowledge sharing and learning behaviour is being challenged.
Literature Review: Our literature review focuses on knowledge and knowledge sharing and relates it specifically to the public sector which corresponds to our case organisation. We also discuss literature on willingness and barriers to knowledge sharing and learning, considering differences related to various age and experience levels.
Methodology: By conducting 13 semi-structured interviews with 4 junior and 7 senior preschool teachers as well as 2 superiors we followed a qualitative case study with an interpretive tradition and an abductive research approach. Complementary data were obtained through document analysis of 3 internal documents of our case organisation.
Findings: Public sector and teaching profession contexts influence the motivation of preschool teachers and their willingness to share knowledge and learn. In relation to the latter, the preschool’s values, and the employees’ identification also play an important role. Regarding barriers to share knowledge and learn, some perceptions shared by our interviewees referred to the behaviour of junior and senior employees, nonetheless, the major finding concerned negative age-related stereotypes. What both generations agreed on is that their job is becoming increasingly challenging. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9016331
- author
- Gundlach, Celina LU and Grzeslo, Martyna Angelika LU
- supervisor
-
- Anna Jonsson LU
- organization
- course
- BUSN49 20201
- year
- 2020
- type
- H1 - Master's Degree (One Year)
- subject
- keywords
- knowledge sharing, learning, willingness, public sector organisation, preschool, teachers, generation shift
- language
- English
- id
- 9016331
- date added to LUP
- 2020-06-25 11:30:31
- date last changed
- 2020-06-25 11:30:31
@misc{9016331,
abstract = {{Aim: This thesis aims to develop a deeper understanding of how junior and senior preschool teachers engage in knowledge sharing and learning in a public sector organisation as well as how their knowledge sharing and learning behaviour is being challenged.
Literature Review: Our literature review focuses on knowledge and knowledge sharing and relates it specifically to the public sector which corresponds to our case organisation. We also discuss literature on willingness and barriers to knowledge sharing and learning, considering differences related to various age and experience levels.
Methodology: By conducting 13 semi-structured interviews with 4 junior and 7 senior preschool teachers as well as 2 superiors we followed a qualitative case study with an interpretive tradition and an abductive research approach. Complementary data were obtained through document analysis of 3 internal documents of our case organisation.
Findings: Public sector and teaching profession contexts influence the motivation of preschool teachers and their willingness to share knowledge and learn. In relation to the latter, the preschool’s values, and the employees’ identification also play an important role. Regarding barriers to share knowledge and learn, some perceptions shared by our interviewees referred to the behaviour of junior and senior employees, nonetheless, the major finding concerned negative age-related stereotypes. What both generations agreed on is that their job is becoming increasingly challenging.}},
author = {{Gundlach, Celina and Grzeslo, Martyna Angelika}},
language = {{eng}},
note = {{Student Paper}},
title = {{A Melting Pot of Knowledge: A case study exploring willingness and barriers to knowledge sharing and learning among junior and senior preschool teachers in the public sector}},
year = {{2020}},
}