Gig Workers and Learning Organizations



While some discussions of the gig economy have focused on the specifics and work ethics of "giggers" (Tan et al., 2021), their motivations (Harris and Wu, 2014), potential benefits (Kittur et al., 2013; Mason and Watts, 2009) and types of crowdsourcing platforms (Josserand and Kaine, 2019), more and more researchers are wondering about the potential of "giggers" for organizations (Kuhn et al., 2019). They include people who perform creative professions, innovators (Manyika et al., 2016) and talent (Meijerink, 2020), by transcending limitations of geographical labor markets (Dekel-Dachs et al., 2021) and practicing “skill arbitrage” on a global scale (Graham et al., 2017). Moreover, in the face of the unquestionable success of Amazon Mechanical Turk, we can ask whether mturkerization or gigification significantly affects the development of the organization, in particular its learning (Johnston and Land-Kazlauskas, 2018). The literature shows that the work of "giggers" as a new type of knowledge workers is compared to that of mobile workers, who can be the main source of new ideas and new knowledge for the organization (Hasija et al., 2020; Vallas et al., 2020). In particular, the so-called "new blood", the diversity of new employees is also important to access the diversity of knowledge that leads to new combinations, sharing and stimulation of organizational learning (Jarrahi et al., 2020; Lenart-Gansiniec, Sułkowski, 2020; Lenart-Gansiniec, 2021). The result of knowledge acquisition and sharing could be new organizational routines/behaviors or, in other words, new organizational learning (Storey and Davis, 2018), which can benefit the incumbent business as well as enhance nascent business ventures. In other words, we need to find out what benefits gig job offers the organization in terms of new dynamic knowledge.  

List of topic areas

  • Learning organization in the digital world: What new forms of learning are enabled by digital work?What skills are needed by learning organizations? Are learning organizations enhanced by the in the digital world? How does digital enabled learning work?
  • Organizational learning through gig workers: Does crowd work contribute to the learning of the organization's employees, teams or organizations? What are the crowdworkers' learning practices? What are the unexpected and undesirable effects of crowd work on the learning orientation of the organization?
  • Crowd workers as knowledge workers: Can gig workers be considered knowledge workers? How crowdworkers develop organization's knowledge? Can organizations treat gig workers as learning-talents? How can employees with a “gig mindset” help organizations learn?
  • Crowdsourging and collaborative learning. How do digital platform based crowdsourcing initiatives enhance learning? What kind of learning? How can learning organizations use crowdsourcing for learning and networked knowledge? 
  • Distributed workforce and knowledge protection: How to translate the projects into individual tasks with a disclosed specification while maintaining the core know-how protected? How to balance knowledge protection with increasing the creative and innovative input of the crowd?
  • Training and managing the gig workforce: How to organize the gig work to enhance organizational learning? What are the possible modes for organizing quick and effective training for contract employees? How to bridge the information asymmetry and address the right training needs of the gig workforce? To what extent does geography matter for the training delivery?
  • Gig mindset and learning culture: How to manage a blended workforce of full-time employees and gig workers across the value creation process? How to approach the long term employees with a new gig-driven perspective?
  • Gig work and entrepreneurial learning potential: What are the opportunities for skill-upgrading toward entrepreneurial endeavors? How can gig work enhance and fuel nascent, emergent business ventures? What are the limitations of entrepreneurial learning in the gig context?

Guest Editors 

Regina Lenart-Gansiniec,
Jagiellonian University in Krakow, Poland,
[email protected]
Marta Najda-Janoszka,
Jagiellonian University in Krakow, Poland,  
[email protected]

Adriano Solidoro,
Università degli Studi di Milano-Bicocca, Italy,
[email protected]

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Key deadlines

Opening date for manuscripts submissions: 01/08/2022
Closing date for manuscripts submission: 31/01/2023    

Email for submissions: [email protected]