Working and learning in a knowledge city: a multilevel development framework for knowledge workers

Purpose The purpose of this paper is to present results of a four‐year qualitative research project on the dynamics of skill development strategies in e‐learning workplace environments. Design/methodology/approach A potential knowledge city, Greater Manchester relies on its human (individual and collective) capitals, put to work in knowledge engines such as its universities. Such context has become a complex and uncharted territory for research. Research analysis within knowledge‐based higher education territory clearly demands knowledge‐based tools. Therefore, the research behind this paper has adopted Carrillo's generic system of capitals, an integrative KM3 taxonomy. Such framework has been instrumental in identifying contextual aspects, drivers and rooted strategies of k‐facilitators' adaptation to emergent learning environments. Findings The grounded model reported here further conceptualised how Mancunian e‐learning practitioners seemingly follow an embedded process of adaptation. Practitioners actually develop strategies to adapting in emerging learning spaces while they adapt to swiftly changing conditions in their workplace environments. The skill developments facilitators undertake seemingly allow them to link and connect to learning spaces, as well as to the existing university social systems and networks of learning. Those systems and networks are integrated to the city's knowledge capitals, and beyond. Originality/value By exploring Greater Manchester (UK) universities' e‐learning strategies, this paper contributes to KM theoretical understanding of how facilitators develop their knowledge‐based skills in emergent higher education learning spaces.