| Summary: | ABSTRACT This paper aims to shed light to what extent a financier have learnt about sustainable organizational change, through development projects taking part in the Swedish knowledge Foundations program, ICT in Teacher’s training. Some questions asked were: Has the Swedish Knowledge Foundation learnt by researchers’ and self evaluation’s “stirring up” of ongoing projects? What type of learning process has been going on? Has new, mutual, knowledge been constructed or has already existing knowledge been transferred? The study consists of one participating observation and three interviews. They show how the financed projects have been “stirred up” so that a developmental learning process has started within their organization. The project, together with the researchers have then “stirred up” individuals in the financier’s organization and signs, indicating that an individual developmental learning process has been initiated, can be seen. In order to analyze the result, a model showing how sustainable organizational change can be seen as a product of steering, support and stirring up, is used. Dewey’s theories on how new knowledge is constructed are central. His thoughts, on how learning, in the sense of constructing new knowledge, needs some kind of obstacle or disturbance to be initiated are central. In addition to this, Ellström’s (2001) thoughts on developmental learning as well as strategies for project governance (Svensson & von Otter, 2001) are discussed. Also added are thoughts on interactive research and formative evaluations.
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