As you may know, my suitcase did not arrive with me to Vancouver and my airline cannot get it to me until the afternoon of Sunday November 11th 2018. This is after the doctoral workshop and unfortunately all of my ASIS&T materials are sill in my case… in Paris. I therefore post my bio here that I had planned to distribute to other doctoral workshop delegates. Feel free to get in touch if you wish! I will have plenty of business cards with me on the day!
ASIS&T Doctoral Workshop 2018
Status: Final year PhD student at Edinburgh Napier University
Supervisors: Professor Hazel Hall, Professor Robert Raeside & Dr Laura Muir
Biography: Lyndsey is a final year PhD student at Edinburgh Napier University, studying the development of innovative work behaviour through workplace learning. She began her doctoral work after being a Careers Adviser for the National Careers Service in England, whilst simultaneously completing a nine-month internship focusing on factors influencing career exploration in young people and adolescents. Lyndsey has previously worked as an Assistant Psychologist (neurological community, employment and educational rehabilitation) where workplace rehabilitation and learning was the focus of her work. During her doctoral study, Lyndsey undertook a three-month paid internship with the Scottish Government. She worked on a project entitled ‘Practitioner Experiences of Mobile Working Technologies’ and carried out interviews and a quantitative survey with healthcare practitioners to explore how they use mobile working technologies to enhance their work. Following the internship, Lyndsey was offered a permanent positon within the Scottish government as an Assistant Statistician. She begins this role in November 2018 whilst writing the final chapters of her thesis. Lyndsey blogs about her work. Further details are below:
Dissertation title: Enhancing the capacity for workplace learning and innovation in Scotland
Abstract: Workplace learning is a mechanism that underpins employee-led innovation: like innovation, it is both practice based and employee-driven, and employees can innovate from mistakes made in the learning process. However, the specific relationship between workplace learning and the development of innovative work behaviour remains relatively unexplored. This work therefore explores how innovative work behaviour (i.e. the set of behaviours that relate to the intentional generation of new ideas within a role, group or organisation) is developed through process of workplace learning. Here, questions as to the influencing factors on this relationship are addressed (e.g. social, environmental, personal and informational factors). The thesis is underpinned by a theoretical framework drawn from Psychology, yet used extensively in other areas of Information Science research (Social Cognitive Theory). A multi-method research design was used to collect and analyse data including: (1) a secondary data analysis of the Community Innovation Survey to set context and explore influencers of innovation nationally and; (2) three case studies of organisations in Scotland, England and Finland to highlight contextual differences in workplace practices. Findings reveal that factors that influence the learning of innovative work behaviour are contextually dependent (i.e. they differ in different organisations and are dependent on the strategic aims). However, across all case studies elements of organisational culture support the development of innovative work behaviour (including leadership, the promotion of company values, the provision of suitable infrastructure and knowledge sharing practices). Additionally information literacy is a key contributing factor but information behaviours exhibited by employees are also context specific. The main contributions of this work are: (1) the furnishing of new knowledge on the development of innovative work behaviour by the application of Social Cognitive Theory from the Information Science perspective; (2) the creation of a framework to explain the development of innovative work behaviour through workplace learning (including determinants, and how to identify success); (3) highlighting of contextual factors influencing innovative work behaviour development through multi-country case study analysis and; (4) practitioners are able to use multiple research perspectives in the assessment of enablers and barriers to workplace learning and innovative work behaviour.