Purpose -The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to examine whether demand-led higher education work-based learning programmes can help nurture a supportive culture of learning and continuous improvement that helps companies to become learning organisations. Design/methodology/approach -An analysis of students' work-based negotiated projects was undertaken to determine the extent to which their projects facilitated organisational learning. The analysis was carried out using an organisational learning checklist, developed through reference to the literature and research on organisational learning and learning organisations. Findings -The study highlights the fact that although work-based learning programmes can facilitate some aspects of organisational learning, the principles of organisational learning are not necessarily embedded in work-based programme design. Research limitations/implications -Although the results cannot be considered generalisable because they are based on a single case, further analysis of a greater range of work-based learning programmes could establish external validity of the findings. Further research could include the development of an organisational learning taxonomy or action research to develop a work-based programme that embeds organisational learning principles. Practical implications -The principles of organisational learning should be considered when designing work-based learning programmes. Originality/value -The study highlights the importance of considering organisational learning when designing demand-led, higher education work-based learning programmes and outlines a method for analysing the extent to which existing programmes embed organisational learning principles.

Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

PurposeInternet technologies are increasingly being adopted by UK businesses to facilitate collaboration, trade, learn, manage company business processes and deliver services. Most manufacturing small to medium enterprises (SMEs), who are low investors in the technology, have not benefited from its application. The purpose of this paper is to identify ways of removing the barriers for SMEs and the change approaches used by SMEs to implement internet and information technologies.Design/methodology/approachAn analysis of 32 companies assisted in the internet technology adoption initiative under government funding was carried out. Tailored ICT solutions were recommended and implemented. Information was collected before the start assistance and at the completion of 10 or 25 days of assistance to the companies. Each company case was analysed to generalise the findings. Two change models: classic three step change model and improvisational model were used to analyse the approaches taken by the SMEs in the adoption of ICTs.FindingsThe study suggests that SMEs tend to favour the improvisational model of technology adoption over the classic change model. The reasons might be the alignment of technology, the organisational context and the change model used.Practical implicationsThis study highlights that incremental change model is favoured by SMEs in adopt in ICT technology as a change process.Originality/valueAny initiative aimed at improving performance of SMEs in ICT adoption will benefit from the lessons learned from this study. Also, SMEs adopting change processes will also find the study valuable.

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