Doctoral Dissertations
Date of Award
12-2002
Degree Type
Dissertation
Degree Name
Doctor of Education
Major
Education
Major Professor
John M. Peters
Committee Members
William Q. Judge, John W. Lounsbury, Mary F. Ziegler
Abstract
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.
Recommended Citation
Naujock, Kimberly Jo, "Collaborative learning in a high technology start-up business. " PhD diss., University of Tennessee, 2002.
https://trace.tennessee.edu/utk_graddiss/6278