*2.3. Analysis*

First, all of the material was read several times in chronological order to ge<sup>t</sup> an understanding of the whole material. Then all material relating to the aim was identified. The inclusion criterion was descriptions of collaboration between at least two of the organizations. Excluded text did not relate directly to collaboration, for example, technical aspects of the rescue process. The cycle of expansive learning was operationalized as an analytical tool [29,33,34]. The analysis was performed as an iterative process. At first, the material was sorted in the cycle of expansive learning per exercise/meeting, which resulted in several cycles of expansive learning. For example, steps (3) modeling the new solution, (4) examining the new model, and (5) implementing the new model were revisited several times because the exercise organizers tested a new practice or tool during the exercises and then had to modify the tool or practice or the exercise organizers found a new knowledge gap or limitation that they had to develop a new tool or practice for. To condense the richness of the material, the analysis continued by sorting the material based on the content and message of the text independent of which exercise/meeting the text originally derived from into the cycle of expansive learning. By doing so, the seven phases of the model could be illustrated in a logical way in the manuscript.
