Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning. Research limitations/implications – The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs. Originality/value – Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.

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The Jones conceptual model includes extracurricular activities (ECAs) as one of seven microsystems that influence the undergraduate student learning experience. This case study used the Jones model as a framework to study the extent to which the ECAs, within the Mount Saint Vincent University (MSVU) Business and Tourism Learning Passport (LP) programme, met the needs of undergraduate students' post-secondary learning experience [1]. Through the LP programme students are able to engage with five of the seven microsystems in the Jones model: the degree programme (academic), ECAs, preparing for life after graduation (career), transition into student life (personal development), and university peer and friendship groups. While they are important factors which influence students' participation, or lack of participation, in the programme, the LP programme does not have control over the remaining two microsystems in the Jones model: social background of the students and expectations pre-university. This qualitative research study revealed that the LP programme contributed to undergraduate students' learning experience as demonstrated by the Jones model. Researchers adapted the Jones model based on the analysis of the LP programme. They found interaction between the LP ECAs and other microsystems in the model. Researchers also determined the LP programme should explore ways to better capture social engagement and personal development. Researchers recommended the Jones model [1. better highlight how the contribution to community through volunteering and social advocacy influences undergraduate student learning.