Team and Project Work in Engineering Practices

Abstract

In

When Saving Time becomes Labor: Time, Work, and Technology in Homecare

“…Recently, a special issue in this journal (Buch et al, 2015) showed how practice theory and practice-based studies can contribute to working-life studies. In one of the articles, Gherardi (2015) argues that a turn to practice in work life studies deepens our understanding of work precisely because it carries the possibility to further our capacity to analyse how different elements and dimensions of work are reified and made meaningful.…”

“…They also share a relation to regulations, instructions, and rules that apply to the domain where the practice is enacted. Additionally, they may share perspectives, tasks, and beliefs (Buch et al, 2015), or as in this casetechnology. By drawing on an understanding of temporality, in this case the duration of visits, as something that is constituted in practice it becomes possible to approach it as something that is 'done' (Shove et al, 2009).…”

Investigating invisible writing practices in the engineering curriculum using practice architectures

“…Kemmis and colleagues (Kemmis & Grootenboer 2008;Kemmis 2012;Kemmis et al 2014) have developed the Schatzkian concept of arrangements further into 'practice architectures', the arrangements that prefigure and shape the conduct of practices. These concepts have evolved into practice architectures theory, or PAT, which can be used as a theoretical and as a methodological resource to understand complex phenomena such as professional learning (Kemmis et al, 2014), curriculum renewal (Goodyear, Casey & Kirk, 2016) or team and project work in engineering practices (Buch & Andersen, 2015). Practice architectures theory can allow investigators to see not only what is happening in a practice, but how this has come to be and why certain practices become the norm.…”

Being a surgeon or doing surgery? A qualitative study of learning in the operating room

“…By contrast, practice theory, including current discourses such as sociomateriality in medical practice and learning, represents a duality perspective in which the two entities (learning environment and learner) are inseparable; they together constitute a duality . Specifically, a dualism perspective tends to emphasise the affordances of the learning environment in favour of the learner's dispositions, whereas the duality perspective sees the environment and the learner as indivisible entities …”