Collaborative learning in a high technology start-up business

This study investigated the role of collaborative learning in a new high-technology business. It included a description of the experience of the facilitator. who was also a co-founder and officer of the company. Peters' (1998, 2002) action research model was used to frame the research. Data were collected using phenomenological interviews, semi-structured interviews, and field notes. A thematic analysis revealed four themes: relationship dynamics, knowing, the facilitator's role, and business outcomes. Four sub-themes appeared within the theme of relationship dynamics: team composition, early loss and change in team member participation, commitment to members, and virtual and face-to-face communication. Two sub-themes appeared within the theme of knowing: intuition and experience. These results indicated that company founders and other team members successfully engaged in collaborative learning as described by Peters and Armstrong ( 1998). Participants were able to jointly develop a dialogical space conducive to collaborative learning, practice cycles of action and reflection, utilize multiple ways of knowing, and achieve pre-start-up and start-up business outcomes such as completing incorporation documents, negotiating a technology transfer license agreement, and pursuing funding. Results also informed the way in which the researcher performed facilitator tasks within her role as company co-founder and officer. Implications for practitioners in similar start-up companies and recommendations for additional action research on collaborative learning in business contexts are discussed.