7. Discussion
This article examines one example of a specific management idea, a learning organization, as a tool for governance and how professionals themselves experience working in a learning organization. In this endeavor, it has been revealed that the learning organization does in fact not cater to all learning needs from all actors' perspectives. From a teacher point-of-view, learning gaps can be identified.
The empirical data indicates that the teachers and "the organization" recognize different values when it comes to what is important to learn and where, how and when this is best learned. As has been mentioned, it is not the interdisciplinary as such which the teachers find problematic, rather that they feel that the organization places too strong an emphasis on the interdisciplinarity on the expense of the subjects. The learning gaps can be seen as a result of two partly conflicting discourses, "learning within one's subject" or "learning in interdisciplinary teams". [12] Evetts (2006a, [13] b) describes this as discrepant values, where it seems subject-specific knowledge and learning are values put forward by the profession, an occupational value, and generic learning is an organizational value, possibly with the aim to encourage professionals to conform with organizational values, infusing them with the same knowledge, skills and values. It can also be noted that within professions, the knowledge/competence needed is expected to be learnt during the higher education taken and in socialization when entering the profession. Collegiality has traditionally been used as a governance tool, in that the members of a profession govern each other, which in daily work is manifested through peer group support and guarding working principles. However, the organizational conditions will inevitably influence how and to what extent professionals can learn from each other