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Purpose – This paper aims to analyze learning in organizational transformations by focusing on concept-level tensions faced in two young companies, which were searching for a reorientation of activity with a production network between innovative product development and efficient mass production. Design/methodology/approach – An intervention-based research project was carried out with two manufacturing companies. The data originate from workshops, whose aim was to identify learning needs based on the discussion of practices of networked production. Concept-level learning is analyzed by examining the dynamic relationships between production concepts and product concepts. Findings – The most influential concept-level tension stemmed from the co-existence of two production concepts, product development and mass production, which manifested as ambiguity about proper actions in the production network. Other focal tensions were identified between the production and product concepts and within the companies’ network relationships. The dominance of the mass production concept restricted the envisioning of new modes of collaboration and mutual learning in the production network. Research limitations/implications – The workshop participants did not include representatives from the case companies’ production network. Nevertheless, researchers brought the network partners’ conceptions into the workshop discussion through the presented mirror data. Practical implications – Companies striving to develop novel production concepts that call for continuous collaboration with customers and suppliers need forums for mutual learning to create solutions to concept-level tensions. Originality/value – Companies may develop two production concepts over lengthy periods. The tensions that manifest due to incoherent guiding logics may be overcome by engaging in incremental and expansive concept-level learning, directed at the identification of relationships between production and product concepts. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to analyze emergent learning practices for globalizing work through two research questions: "What are the conceptualizations of work represented by the Virtual Factory and how do they mediate globalizing work?" and "What is the potential of expansive learning efforts to expand conceptualizations towards the emergent learning practices of globalizing work?". Design/methodology/approach – Cultural-historical activity theory is applied, specifically the historical tool-mediated activity, concept formation and the zone of proximal development. A dynamic hierarchy of conceptualizations forms the framework for expansive learning efforts. Data were gathered by ethnographic and development interventionist methods from a distributed engineering design project. Findings – The paper finds that, historically, multi-layered conceptualizations of work face developmental challenges in globalizing work. Expansive learning efforts enhance the emergent learning practices when orienting global participants to motivating "why" and "where-to" conceptualizations. In order to turn emergent practices into sustainable learning practices, material representations need to be created to mediate the bottom-up and top-down conceptualizations at the interfaces of distributed work. Research limitations/implications – Emergent learning practices are studied longitudinally through concrete work in transformation. The learning approach emphasizes developmental interventions at global workplaces. Practical implications – Expansive learning efforts at different levels of conceptualization, may be supported by tools that mediate and sustain emergent learning practices. Social implications – Global workplace learning should be a concern of those involved with corporate social responsibility. Originality/value – Emergent learning practices offers a new approach for studies of globalizing work through its multi-layered conceptualizations of work. [ABSTRACT FROM AUTHOR]