2014
DOI: 10.1080/1360144x.2014.948255
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Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields

Abstract: Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic detai… Show more

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Cited by 7 publications
(4 citation statements)
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References 29 publications
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“…Building on their own initiative, OLP workers create a more expansive learning environment for themselves, rather than depending on others-platforms, clients, policymakers-to provide these opportunities for them. This behaviour is consistent with the agentic explanations of workplace learning (Goller & Paloniemi, 2017) and with previous empirical studies that have shown the importance of learners' agency in their ability to use restrictive and expansive features in an environment to their advantage (Boyd et al, 2015;Gustavsson & Ekberg, 2014).…”
Section: Learning In Platform Work Is Autonomous Yet Not Atomisedsupporting
confidence: 91%
See 1 more Smart Citation
“…Building on their own initiative, OLP workers create a more expansive learning environment for themselves, rather than depending on others-platforms, clients, policymakers-to provide these opportunities for them. This behaviour is consistent with the agentic explanations of workplace learning (Goller & Paloniemi, 2017) and with previous empirical studies that have shown the importance of learners' agency in their ability to use restrictive and expansive features in an environment to their advantage (Boyd et al, 2015;Gustavsson & Ekberg, 2014).…”
Section: Learning In Platform Work Is Autonomous Yet Not Atomisedsupporting
confidence: 91%
“…The ERLE framework is guided by the theory of situated learning that views learning as a relational, generative and collective process in authentic contexts (Lave & Wenger, 1991). The empirical evidence for the ERLE framework stems from muti-method case studies conducted across various industrial sectors (Fuller & Unwin, 2004, 2007; the framework has been applied in diverse domains such as healthcare (Gustavsson & Ekberg, 2014), vineries (Bryson et al, 2006), and academia (Boyd et al, 2015).…”
Section: Theory: the Expansive-restrictive Learning Environments Fram...mentioning
confidence: 99%
“…In the expansive-restrictive framework, corporate practices can be described along a continuum (Boyd et al , 2015). At the expansive end of the continuum are those organisations that involve organisational members in a wide range of decision-making and problem-solving processes, encouraging them to share knowledge and job-specific skills, to learn about a wide range of work processes as opposed to the narrow expectations of the job, encouraging them to form communities that realise the development of used practices and give symbolic or financial recognition for the commitment of their staff.…”
Section: Conceptual Framework: Workplace Learningmentioning
confidence: 99%
“…The expansive-restrictive continuum set up to characterise the learning environment not only provides a conceptual basis for understanding but also serves as a practical tool for assessing the quality of the learning environment and analysing the organisation’s approach to workforce development (Boyd et al , 2015). Fuller and Unwin (2004, p. 127) argue that: “expansive rather than restrictive environments foster learning at work and the integration of personal and organisational development”.…”
Section: Conceptual Framework: Workplace Learningmentioning
confidence: 99%