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Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/13864

Title: In-depth joint supply chain learning: towards a framework
Authors: Lambrechts, Frank
Taillieu, Tharsi
Grieten, Styn
Poisquet, Johan
Issue Date: 2012
Citation: SUPPLY CHAIN MANAGEMENT-AN INTERNATIONAL JOURNAL, 17 (6), p. 627-637
Abstract: Purpose – The purpose of this paper is to build a conceptual framework for understanding how in-depth joint supply chain learning can be successfully developed. This kind of learning is becoming increasingly important in highly turbulent and uncertain economic environments of new and growing interdependencies and complexities. Design/methodology/approach – Using a “synthesizing” or “bricolage” approach, key insights, now dispersed over a variety of literatures and disciplines, are integrated to develop the framework. Findings – The leading facilitative actor’s orientations, competencies and behavior play a significant role in enhancing the relationships between the supply chain actors shaping in-depth joint learning. Starting with establishing interaction boundary conditions by the leading actor, this process is likely to lead to system-level generative outcomes. These outcomes, in turn, serve the process cycle of in-depth joint learning as inputs for the relationship building process among all the actors. Research limitations/implications – By centering on the actual shaping of in-depth joint learning, and the concrete enactment of roles by protagonists enhancing this process, we have opened the black box. Future research should refine the framework. Practical implications – Apart from giving insight into the repertoire of relational competencies and behaviors needed to enhance the relationship building process conducive to in-depth joint learning, the paper addresses how these skills can be developed in practice and education. Originality/value – The paper identifies several implications for research, practice, and education. Instead of focusing predominantly on the content, procedure, levers, or outcomes of learning, the relational construction of the learning process itself is clarified.
Notes: Available on EarlyCite (date on-line 27/06/2012)
URI: http://hdl.handle.net/1942/13864
ISI #: 000311588700005
ISSN: 1359-8546
Category: A1
Type: Journal Contribution
Validation: ecoom, 2013
Appears in Collections: Research publications

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