Teaching to learn in the workplace

Abstract

PurposeThe purpose of this paper is to offer a rationale for the epistemological and ontological development of total quality management (TQM) utilising action modalities. The ability to harness and transfer knowledge is a key attribute of research‐led universities, and a factor which is able to bring education and industry into cooperative relationships. However, Imai views that there is a tendency to place too much emphasis on teaching knowledge, whilst disregarding group learning of fundamental values, established through gemba kaizen and through the learning organisation.Design/methodology/approachEstablished through the results of a survey of 50 manufacturing companies in the UAE, and based on the andragogical learning concept in both solving a problem and generating new knowledge, this paper investigates a conceptual basis for action learning. The paper offers a rationale for the epistemological and ontological development of total quality management (TQM) utilising action modalities. This reflects the underpinning philosophy of TQM toward the continuous improvement in quality of the organisations' processes, people, products, and services.FindingsThe findings of the construct of andragogical gemba establish the robustness of the methodological move from pedagogy to andragogy. The applicability of andragogical gemba being underpinned by the required interaction of democracy and collaboration. The survey of UAE SMEs confirms a lack of engagement within this concept, and recommendations are given to support development.Originality/valueThe paper has been developed within Dubai's socio economic mix, Dubai being a constituent Emirate within a Country where expatriates form approximately 93 per cent of the total workforce population. The transient nature of the workforce produces pressures on the learning organisation, and the context of knowledge transfer and creation.

Enhancing entrepreneurial self-efficacy through vocational entrepreneurship education programmes

“…Adding to the body of knowledge developed by Fayolle and Gailly (2008), we provide key dimensions of the teaching model in this context as: entrepreneurship as a niche and specific concept (Davidson 2013), focus on practice application (Rae 2010), learning by doing pedagogies (Maritz, Brown, and Shieh 2010), learning independence by andragogy and heutragogy (Montague 2012;Rowland-Jones 2012), expected changes in behaviour as accomplished entrepreneur, key recurring knowledge (Breslin and Jones 2012, expected development of entrepreneurial, creative and innovative competencies (Sawyer 2006), and main audience consisting of established and practising entrepreneurs in a postgraduate context (Maritz and Gillin 2010). Relevant concept and theories to include application of theoretical concepts (Rae 2010), effectuation (Sarasvathy 2008), lean startup, design thinking, action learning (Rae 2012;Rowland-Jones 2012), innovation and creativity (Sawyer 2006) and product and technology development (Lewrick et al 2010). Our learning philosophy to include andragogy and heutagogy (Montague 2012), a more independent and self-directed learner, whereby we focus on learner-focused education, compliments our pedagogical initiatives.…”