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Bridging Boundaries: Middle Managers’ Pedagogic Interventions as Technology Leaders

Bridging Boundaries: Middle Managers’ Pedagogic Interventions as Technology Leaders

Lena Wilhelmson, Peter Johansson, Marianne Döös
Copyright: © 2013 |Pages: 15
ISBN13: 9781466626560|ISBN10: 1466626569|EISBN13: 9781466626874
DOI: 10.4018/978-1-4666-2656-0.ch016
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MLA

Wilhelmson, Lena, et al. "Bridging Boundaries: Middle Managers’ Pedagogic Interventions as Technology Leaders." Technology Integration and Foundations for Effective Leadership, edited by Shuyan Wang and Taralynn Hartsell, IGI Global, 2013, pp. 278-292. https://doi.org/10.4018/978-1-4666-2656-0.ch016

APA

Wilhelmson, L., Johansson, P., & Döös, M. (2013). Bridging Boundaries: Middle Managers’ Pedagogic Interventions as Technology Leaders. In S. Wang & T. Hartsell (Eds.), Technology Integration and Foundations for Effective Leadership (pp. 278-292). IGI Global. https://doi.org/10.4018/978-1-4666-2656-0.ch016

Chicago

Wilhelmson, Lena, Peter Johansson, and Marianne Döös. "Bridging Boundaries: Middle Managers’ Pedagogic Interventions as Technology Leaders." In Technology Integration and Foundations for Effective Leadership, edited by Shuyan Wang and Taralynn Hartsell, 278-292. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2656-0.ch016

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Abstract

The aim of this chapter is to describe interventions that middle managers make when they strive, as technology leaders, to bridge intra-organizational boundaries in order to support new agile ways of working. Another aim is to discuss how these interventions may be understood as pedagogic interventions. By using qualitative methods in a case study approach concerning the software communication industry, the findings reveal interventions that focused on alignment through collaboration, interdependency, flexibility, and communication. These kinds of interventions are regarded here as an example of pedagogic managerial leadership. Managers take on development and learning as main collective work tasks because they want to influence knowledge creation and are aware of the learning dimension of their work tasks.

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