Researching graduates’ lived experiences of vocational learning

Leach, Tony

doi:10.1080/13596748.2012.673919

Cited by 5 publications

(3 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reading and re-reading are an important part of the analysis process (cf. Leach 2012). In this process, themes with similar content emerged from the data.…”

Section: Discussionmentioning

confidence: 97%

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes

Kilbrink

Bjurulf

Baartman

et al. 2018

Journal of Vocational Education & Training

View full text Add to dashboard Cite

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas -the school and workplaces -can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.

show abstract

“…Reading and re-reading are an important part of the analysis process (cf. Leach 2012). In this process, themes with similar content emerged from the data.…”

Section: Discussionmentioning

confidence: 97%

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes

Kilbrink

Bjurulf

Baartman

et al. 2018

Journal of Vocational Education & Training

View full text Add to dashboard Cite

show abstract

“…It was also a time when theories about the existence of a psychological contract to explain social exchange relationships in the work place first took hold. Introduced by Argyris (1960), and then taken up shortly afterwards by Levinson et al (1962, 21) and Schein ([1945Schein ([ ], 1980, classical definitions of the psychological contract are: that it is implicit, unwritten and often unspoken, and involves every member of the organisation; that it is concerned with perceived mutual expectations and obligations; and that these implicit understandings are about notions of mutual obligations of trust, fairness and social justice (Guest et al 1996;Leach 2009Leach , 2010Leach , 2012. The parties' expectations of one another are said to be powerful determinants of job commitment and satisfaction, and commitment within the organisation.…”

Section: Introductionmentioning

confidence: 99%

‘Cooling out the marks’: the ideology and politics of vocational education in an age of austerity

Leach

2017

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Consequently, a phenomenological approach was used, and qualitative data was obtained during email interviews. A similar approach was used in an earlier study when researching graduates' lived experiences of vocational education (Leach 2012). The sample for the study comprised 18 mature graduates.…”

Section: The Researchmentioning

confidence: 99%

Graduates’ experiences and perceptions of career enactment: identity, transitions, personal agency and emergent career direction

Leach

2015

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

This paper contributes to the contested body of work about graduate employability, employment and sustained career building. Educational establishments across the world are expected to equip students with the knowledge and skills for employability, sustainable employment and career development. The protean career concept and the boundary-less career model influence much of today's career literature. To remain marketable, it is said protean careerists are able to repackage their knowledge, skills and abilities to fit the changing work environment. They are said to be 'career actors' who value their freedom, are flexible, believe in continuous learning and seek intrinsic rewards through their work. Hardly surprising, therefore, commentary on protean careers tends to emphasise the 'winners' in the employment marketplace. There are few critical studies that focus on the difficulties that others face when attempting to be 'career actors'. Drawing on the work of Martin Buber and Homi Bhabha in particular, the research for this paper is focused on the way graduates perceive and enact their careers, the evolution of their careers, and how building their careers involves crossing physical, cultural and psychological boundaries. The implications of the research findings for post-compulsory education are discussed in this paper.

show abstract

Researching graduates’ lived experiences of vocational learning

Cited by 5 publications

References 28 publications

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes

Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes

‘Cooling out the marks’: the ideology and politics of vocational education in an age of austerity

Graduates’ experiences and perceptions of career enactment: identity, transitions, personal agency and emergent career direction

Contact Info

Product

Resources

About