Expansive Learning in Technology Startup Organizations: An Activity-theoretical Analysis

This study examines the complex, and sometimes conflicting dimensions of learning dynamics in highly innovative, rapidly transforming startup organizations, from an activity-theoretical perspective. Given the pivotal role startups play in the innovation economy, it is important to better understand these dynamics and associated tendencies in development by conceptualizing learning as both a socio-culturally mediated, collaborative and contradictory process, situated in times of rapid change. To examine these dynamic relations, the study draws upon key concepts from the Cultural Historical Activity Theoretical (CHAT) tradition, which are applied and extended to develop an expansive view of learning in startup organizations examined. The study is designed to address two overarching objectives. First, by developing a greater understanding of mediation/boundary crossing/contradiction (MBCC) dynamics in startup organizations in the process of development - area which I will demonstrate has not been effectively examined in Information and Knowledge Management (IKM) literature - this study will contribute to an understanding of conditions and relations shaping the processes inherent in distinct and divergent trajectories of tendential development in relation to knowledge creation in organizations examined. Second, central to the activity-based approach adopted in this study is a robust examination of the potential for expansive learning (PfEL) in startup work, conceived as a function of a contradiction/resolution/synthesis (CRS) dynamic, grounded empirically. Research findings provide original and valuable contributions not only to CHAT research but also to the field of IKM and adjacent domains of adult education and entrepreneurship learning, broadly conceived. It is argued that the focus on everyday work practices of startup organizations provides a foundation in understanding tendential development and learning in startup work, complementing existing approaches to conceptualizations of learning in IKM literature.Ph.D