Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students' learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students' learning processes in vocational schools and workplaces are related to six main themes: students' expertise development, students' learning styles, students' integration of knowledge acquired in school and workplace, processes of knowledge development, students' motivations for learning and students' professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students' learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students' learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.Vocations and Learning

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Purpose -The purpose of this paper is to investigate which psychological determinants relate to the intention to participate in development activities. Psychological determinants such as attitude toward development activities, self-efficacy, job satisfaction, organizational commitment and management support are related to the intention of support staff workers of a University Medical Centre in The Netherlands to participate in job-related and/or career-related development activities. Design/methodology/approach -A questionnaire study was conducted in a sample of support staff employees. By means of Structural Equation Modeling (SEM), the study analyses the relationship between the two intentional orientations and a number of determinants. Findings -Analyses revealed that job satisfaction relates positively with the intention for job-related development activities and negatively with career-related activities. Surprisingly, there was no direct relation between management support and either of the two orientations of development intention. Furthermore, the study revealed that the respondents prefer development in their current job over career development to obtain other functions in the current or future organization. Research limitations/implications -Although it is a small-scale study focused on one labour organization, the paper presents two independent developmental orientations and reveals their distinct relationships with job satisfaction and organizational commitment. Practical implications -The paper argues that a better fit between HRD strategies and manager-employee dialogue may encourage the influence of managers on development intention. Originality/value -The paper discusses two independent developmental orientations and their distinct relationships with psychological determinants.

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