engleski

Building socially responsible learning systems – implications for the European Union

Purpose – The future European sustainable development should include the combination and integration of economic, social and environmental values with the process of learning in its focus. Diffusion of knowledge is not dependent on techno-economic subsystems, but on the socio-institutional framework (Freeman and Perez, 1986), which points to the importance of non-economic factors such as culture (social capital) and policies (e.g. educational policies) (Asheim, 2000). Comparative studies of work organization indicate that learning oriented forms are more widely applied in the Scandinavian countries (Gustavsen, 2006), mostly Denmark (Lorenz and Valeyre 2005). Scandinavian and especially Norwegian case shows that the development changes in the socio-institutional framework led to changes in the techno-economic paradigm, causing superior economic results. It is evident that learning oriented forms of work organization are not predominantly affected by the macro political order of society but more by specific initiatives taken to promote organization development at the workplace level. Learning behaviour is increasingly linked to group efforts such as partnerships, networks, clusters, etc. (Gustavsen, 2006). This leads to an increased interest in the management of intra- and inter-enterprise relations requiring a comprehensive paradigm in terms of a model or a framework encompassing a specific set of values that serve as instructions for managing actions of a wide array of entities. Design/methodology/approach – The paper is conceptual in nature proposing the learning organization concept as the technology for the socioeconomic paradigm implementation and reviewing possibilities for its implementation in the EU regarding the characteristics of its development and cultural background. Even though the learning environment in terms of specially designed leadership, human resource management, culture etc. (Griego et al., 2000 ; Rowden, 2001 ; Thomsen and Hoest, 2001 ; Yang, 2003) will prove beneficial for the increase in organizational learning and consequently and performance (Elliott and Goh, 2006) the most significant barrier to learning and knowledge exchange can be identified at the individual level. That is why a conceptual framework has been proposed with the special accent on the desired individual learning behaviour within the learning organization concept, which is subsequently mirrored in the relationships with stakeholders forming partnerships and communities of practice. Originality/value – Contemporary theoretical and practical approaches to economic and social development indicate the need for value system transformation in order to strengthen the democratic element of economic and social activities as a prerequisite for sustainability. In other words a theoretical foundation in terms of a coherent set of interconnected principles or a paradigm is required. Considering the magnitude of change and the connection between previously separated areas of research such as sociology, psychology and economics it is suggested that the paradigm shift should be named socioeconomic encompassing not only managerial, but also wider economic and social dimensions of human activities. On the basis of extended research of management ideas the learning organization concept is proposed as a technology for the implementation of the socioeconomic paradigm on the individual, organizational and the level of the society in general, providing a set of mutually interconnected guidelines. The learning organization is the concept universal in nature (Senge, 1990 ; Garvin, 1994 ; Armstrong and Foley, 2003 ; Moilanen, 2005), aimed at optimizing learning as a socio economic process in any system. The learning organization framework has been proposed focusing on two subsystems: social component in terms of the desired individual learning behaviour which results in enhanced organizational learning, modifications in organizational behaviour and expectedly in improved organizational performance. Such individual behaviour is mirrored in the relationship with external stakeholders forming various forms of partnerships or communities of practice. Practical implications – The German philosopher Habermas (2001) stated that “Europe cannot be based just on common economic and political interests, but also on some founding ideas and values”. Since humanistic dimension and especially participative tradition have long been embedded in the European model of development implementation of the learning organization concept can be suggested, representing a broader value system and serving as a cohesive force. The suggested approach can also serve as a coherent model for learning partnership based development in order to achieve economic growth as well as a high degree of the European social cohesion. This is in accordance with the fact that the EU regional development policy is equally focused on promoting social cohesion and sustainable development. Nevertheless, future research and practical effort is needed at the EU supranational level towards designing programs to help organizations learn about the learning organization concept and implement it while horizontally sharing their experiences.

Socioeconomic system ; learning organization ; paradigm shift

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