Improving Workplace Learning

Evans, Karen; Hodkinson, Phil; Rainbird, Helen; Unwin, Lorna

doi:10.4324/9780203946947

Cited by 87 publications

(149 citation statements)

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“…Theories of practitioner learning that are dominant in the literature are constructivist and sociocultural theories (Evans et al, 2006). There is the assertion that learning is situated in everyday social contexts and that learning involves changes in participation in communities, rather than the individual acquisition of abstract concepts separate from interaction and experience (Lave and Wenger, 1991;Engeström, 1996).…”

Section: Introductionmentioning

confidence: 99%

Integrated work-based placements – shifting the paradigm

Smith

2018

HESWBL

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Purpose The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Design/methodology/approach Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

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Section: Introductionmentioning

confidence: 99%

Integrated work-based placements – shifting the paradigm

Smith

2018

HESWBL

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“…Increasingly within social science research, space is regarded as an influential concept with respect to learning and social relationships. Consideration of the ways spaces are constructed and interpreted through social processes contributes to an understanding of how individuals navigate different contexts and environments (Brooks et al 2012;Evans et al 2006). This paper argues that the learning space at work plays an important role in facilitating or undermining personal agency, and specifically looks at how agency is configured through three dimensions of the learning space.…”

Section: Introductionmentioning

confidence: 99%

“…The changing nature of the learning space at work and individual learning across the boundaries of spaces Socially constructed learning contexts have been a key focus of educational debate over the past twenty years (e.g., Evans et al 2006;Kersh et al 2012;Edwards et al 2004;Solomon et al 2006). Complex relationships between workplaces and individuals in the modern, globalised world have been the subject of research interests in numerous international publications (e.g., Aspin et al 2012;Malloch et al 2011;Evans et al 2006;Rainbird et al 2004;Boud 2006;Guile 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Complex relationships between workplaces and individuals in the modern, globalised world have been the subject of research interests in numerous international publications (e.g., Aspin et al 2012;Malloch et al 2011;Evans et al 2006;Rainbird et al 2004;Boud 2006;Guile 2010). The workplace as a learning space that may facilitate personal agency and motivation has also been recognised as a significant context associated with individual attitudes and aspirations (Eraut and Hirsh 2007;Hodkinson et al 2004;Ecclestone et al 2009).…”

Section: Introductionmentioning

confidence: 99%

“…The role of the workplace and the characteristics of learning within a specific working space have been the subject of a significant body of research literature (e.g., Edwards et al 2004;Evans et al 2006;Malloch et al 2011), which also emphasises interdependencies with individual motivation, experience and agency. Specifically, such interdependencies are facilitated by the significance of individual biography (Hodkinson et al 2004), individual disposition in relation to workplace opportunities , and the impact of individual perspectives on knowledge and learning at work (Eraut 2004).…”

Section: Introductionmentioning

confidence: 99%

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Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments

Kersh

2015

Int Rev Educ

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This paper focuses on the notion of the learning space at work and discusses the extent to which its different configurations allow employees to exercise personal agency within a range of learning spaces. Although the learning space at work is already the subject of extensive research, the continuous development of the learning society and the development of new types of working spaces calls for further research to advance our knowledge and understanding of the ways that individuals exercise agency and learn in the workplace. Research findings suggest that the current perception of workplace learning is strongly related to the notion of the learning space, in which individuals and teams work, learn and develop their skills. The perception of the workplace as a site only for work-specific training is gradually changing, as workplaces are now acknowledged as sites for learning in various configurations, and as contributing to the personal development and social engagement of employees. This paper argues that personal agency is constructed in the workplace, and this process involves active interrelations between agency and three dimensions of the workplace (individual, spatial and organisational), identified through both empirical and theoretical research. The discussion is supported by data from two research projects on workplace learning in the United Kingdom. This paper thus considers how different configurations of the learning space and the boundaries between a range of work-related spaces facilitate the achievement of personal agency.

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Work‐based Learning

Morris

2018

Understanding Medical Education

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Improving Workplace Learning

Cited by 87 publications

References 0 publications

Integrated work-based placements – shifting the paradigm

Integrated work-based placements – shifting the paradigm

Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments

Work‐based Learning

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