Authors: Tania Pereira Christopoulos; Reinhold Steinbeck
Addresses: Escola de Artes, Ciências e Humanidades, Universidade de São Paulo, Av. Arlindo Béttio, 1000 Ermelino Matarazzo, 03828-000, São Paulo, SP, Brazil ' Stanford University Global Design Innovation Programme (ME 310), Founding Partner, IntoActions, Avenida Juca Batista 8.000 #172, 91780-070 Porto Alegre, RS, Brazil
Abstract: In this study, we seek to explore how the negotiation process between actors in an organisation occurs at the same time as the learning process evolves, and if innovation techniques and practices help to reduce or, on the contrary, stimulate resistances against the institutionalisation of these processes. The study suggests and applies a framework that integrates organisational learning and institutional work theory to analyse how a laboratory of design and creativity, located inside one of the largest universities in Brazil, implemented practices that contributed to its creation, maintenance and disruption. We conclude that by applying innovative practices and techniques in a way that promoted their gradual adoption and acceptance, the process of organisational learning remains under constant questioning, despite the fact that the DT-PBL lab (design thinking - problem-based learning laboratory) had achieved a temporary stability and had been consolidated as a solid institution.
Keywords: institutional work; organisational learning; creation; maintenance; negotiation process; disruption; learning process; creativity; design thinking; higher education; institutionalisation resistance; practice implementation; innovative practices; double-loop learning; participative practices; participation; Brazil; problem-based learning; PBL; design education.
International Journal of Innovation and Learning, 2016 Vol.19 No.2, pp.188 - 205
Received: 08 May 2014
Accepted: 16 Nov 2014
Published online: 31 Jan 2016 *