@article {1240,
	title = {Employee-Driven Innovation: An Intervention Using Action Research},
	journal = {Technology Innovation Management Review},
	volume = {9},
	year = {2019},
	month = {05/2019},
	pages = {44-53},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {This article describes an intervention to design and test a method for employee-driven innovation and a model for learning among managers and development leaders. The empirical basis for the intervention focused on personal assistants in the home service within a municipality in Sweden. The intervention was carried out using action research in on a series of workshops with a group of employees, managers, development leaders. Using a {\textquotedblleft}stage{\textquotedblright} and {\textquotedblleft}stands{\textquotedblright} theatre metaphor, employees engaged in collective, innovative learning {\textquotedblleft}on the stage{\textquotedblright} combined with observations and reflections from managers and development leaders {\textquotedblleft}in the stands{\textquotedblright}. This article contributes a method that can generate creative ideas among the employees and a model that can stimulate experience-based learning through observations. The intervention also shows that action research can be used to develop and test methods and models. },
	keywords = {development, dialogue, ideas, learning, organizational innovation},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1240},
	url = {https://timreview.ca/article/1240},
	author = {Mats Holmquist and Anna Johansson}
}
@article {1173,
	title = {Editorial: Transdisciplinary Innovation (August 2018)},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {08/2018},
	pages = {3-6},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {innovation, interdisciplinary, learning, multidisciplinary, practice, transdisciplinarity, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1173},
	url = {https://timreview.ca/article/1173},
	author = {Chris McPhee and Martin Bliemel and Mieke van der Bijl-Brouwer}
}
@article {1178,
	title = {Exploring the Transdisciplinary Learning Experiences of Innovation Professionals},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {08/2018},
	pages = {50-59},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Transdisciplinary innovation inherently involves learning how to integrate disciplines towards exploring a problem or towards developing a solution or technology. Thus, transdisciplinary innovation and transdisciplinary learning are practically interchangeable. Although transdisciplinary learning has been studied and experimented with in educational research, the understanding of it in a professional context is limited. We therefore aim our research at addressing this question of how people shift their practice towards other disciplines to address complex issues. We chose to focus on a particularly challenging context {\textendash} the shift from positivist to non-positivist learning across the career of transdisciplinary innovators when addressing complex problems. What makes this context challenging is that the siloed and heavily specialized nature of working within a disciplinary construct discourages collaboration on real-world complex problems. This context is also challenging because the analytic focus from positivist disciplines results in a reductionist approach, which limits an innovator{\textquoteright}s ability to explore problems holistically and abductively. An understanding of the learning experiences of practitioners in these contexts will inform the identification of relevant variables and attributes that encourage innovative learning for ultimately innovative practice. This identification might help us develop better support and education for innovation professionals who want to adopt transdisciplinary practices for the purposes of addressing complex problems. In this article, we discuss the results of a series of in-depth interviews to understand the learning experiences of design innovation practitioners who experienced a shift away from positivist approaches towards transdisciplinary innovation practice. We explore the research approach undertaken to study the motivations and drivers, the emotions experienced during the shift, and the implementation and dissemination of the new learning into professional practice.},
	keywords = {emotion, experience, learning, professional, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1178},
	url = {https://timreview.ca/article/1178},
	author = {Mariana Zafeirakopoulos and Mieke van der Bijl-Brouwer}
}
@article {749,
	title = {How Do We Keep the Living Laboratory Alive? Learning and Conflicts in Living Lab Collaboration},
	journal = {Technology Innovation Management Review},
	volume = {3},
	year = {2013},
	month = {12/2013},
	pages = {16-22},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Living lab environments are often promoted as a way to engage private companies, citizens, researchers, and public organizations in mutually beneficial learning. Based on an in-depth case study of a four-year living lab collaboration in gerontechnology, we agree that successful living lab development hinges on learning between the parties, yet its emergence cannot be presumed or taken for granted. Diverse competences and interests of participating actors often make technology development projects complicated and volatile. The study describes two specific challenges faced in a living lab project: i) power issues between the actors and ii) end-user reluctance to participate in the development of new technology. Despite the hardships, we suggest that the living lab environment worked as a catalyst for learning between users and developers. Nevertheless, realizing the benefits of this learning may be more challenging than is usually expected. Learning for interaction is needed before effective learning in interaction is possible.},
	keywords = {collaboration, conflicts, gerontechnology, health care, learning, living labs},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/749},
	url = {http://timreview.ca/article/749},
	author = {Louna Hakkarainen and Sampsa Hyysalo}
}
