Seeing and sensing the railways: A phenomenological view on practice-based learning

Willems, Thijs

doi:10.1177/1350507617725188

Cited by 40 publications

(53 citation statements)

References 47 publications

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“…However, such incidents are often quite specific and not uniform at all, and employees in control centers must often draw on their experience in assessing what is the best way to respond to idiosyncratic situations (e.g. Willems, 2018b). The forced format was conceived as inflexible, not affording an opportunity to capture the full understanding of the incident like the coherent improvised story would have.…”

Section: Vignette: Implementing Npm Strategy In a Public Organizationmentioning

confidence: 99%

Strategy Implementation as Performative Practice: Reshaping Organization into Alignment with Strategy

Merkus

Willems

Veenswijk

2019

Organization Management Journal

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Much of the existing scholarly work on strategy implementation focuses on factors that either catalyze or obstruct the infusion of strategy into the organization. While this renders valuable knowledge about factors enabling or frustrating implementation, the actual process of strategy implementation is treated as a black box and as a step in the strategy model which is not further explained. To understand this process, this conceptual paper draws from performativity literature in which a strategy is conceptualized as a performative device. This means that a strategy triggers practices which reshape the organization so that the strategy is actualized in the organization. Specifically, we explain the idea of routinization as an instrument for enacting strategy into the organization by means of organizational routines. An illustrative empirical vignette is used to exemplify our conceptual point. Our study contributes to strategy implementation literature by introducing an alternative though complementary lens for studying strategy implementation and offers inspiration for strategy practitioners who aim to develop new implementation strategies.

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Section: Vignette: Implementing Npm Strategy In a Public Organizationmentioning

confidence: 99%

Strategy Implementation as Performative Practice: Reshaping Organization into Alignment with Strategy

Merkus

Willems

Veenswijk

2019

Organization Management Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…Silence prepares true and deep interactions with other people, and the embodied process of learning that will ensue. It is an important aspect of the embodied experience of work (Willems, 2018), something that requires a specific learning process (coming from another work environment made us aware of it). Silence is a deep and emergent condition of possibility of learning for painters, sculptors, writers and players of the maker space.…”

Section: Silence As Embodied Learning and Workingmentioning

confidence: 99%

Nothing happened, something happened: Silence in a makerspace

Vaujany

Aroles

2018

Management Learning

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An ever-increasing range of work activities occur in open spaces that require collective discipline, with silence emerging as a key feature of such workplace configurations. Drawing from an ethnographic examination of a makerspace in Paris, we explore the ways in which silence is incorporated into new work practices in the context of their actualization, embodiment and apprenticeship. Through its engagement with the conceptual work of Merleau-Ponty, this paper does not posit silence as the opposite of sounds or as a passive achievement. Silence is inscribed in a learning process and requires numerous efforts to be maintained (e.g. body postures to avoid staring into the eyes of someone entering into an open space, wearing headphones, etc.). It is also the envelope of numerous noisy acts that take place in the phenomenological body and in the embodied practices of workers. We argue that 'silencing' is an event ordering and giving directions to what 'happens' in collective work activities and central to the process of embodied learning in collaborative spaces.

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“… 13 Practice-based education involves learning from experience 'in the real world', which means that students spend time in genuine professional environments. 14 Here, they encounter problems or questions, which they take back to the classroom to work on. 15 Their results are then taken back to practice, which means both education and clinical practice may actually benefit.…”

Section: Introductionmentioning

confidence: 99%

Practice-based learning: an appropriate means to acquire the attitude and skills for evidence-based medicine

et al. 2020

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Objectives To evaluate a practice-based, self-directed EBM-course in an undergraduate medical curriculum in terms of EBM attitude and motivation beliefs. Methods This study was conducted in a 4-week course of the first-year undergraduate medical curriculum, which takes place twice in an academic year. One group of students (n=210) received a normal EBM-module in November. A practice-based EBM-module was implemented in January for another group of students (n=130). We approached all students following the courses for participation in our research project. In a quasi-experimental design, a validated survey was used to assess students' EBM task value and self-efficacy on a 7-point Likert-scale. In the experimental group, complementary qualitative data were gathered on attitude and motivation by open evaluative questions. Results Overall response rate was 93,5%, resulting in 191 students in the control group and 127 students in the experimental group. We did not find differences between the groups in terms of EBM task value and self-efficacy. However, the experimental group showed a higher increased perception of the importance of EBM in decision making in clinical practice (60.0% vs 77.2%; χ 2 (1, N=318) = 8.432, p=0.004). These students obtained a better understanding of the complexities and time-consuming nature of EBM in medical practice. Conclusions The practice-based EBM-course helps students to reflect on practice and knowledge critically. Our findings indicate that integrating clinical practice in the undergraduate learning environment fosters attitude and motivation, suggesting that practice-based learning in EBM education may advance student development as a critically reflective practitioner.

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Seeing and sensing the railways: A phenomenological view on practice-based learning

Cited by 40 publications

References 47 publications

Strategy Implementation as Performative Practice: Reshaping Organization into Alignment with Strategy

Strategy Implementation as Performative Practice: Reshaping Organization into Alignment with Strategy

Nothing happened, something happened: Silence in a makerspace

Practice-based learning: an appropriate means to acquire the attitude and skills for evidence-based medicine

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