Workplace Learning in Higher Education: Two Examples from a Swedish Context

Gustafsson, Jan‐Eric; Thång, Per-Olof

doi:10.1108/s1479-367920170000032002

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Teaching a profession is based on solving authentic problems in working life (Gustafsson & Thång, 2017) and the persons considered to have knowledge of such problems in the teacher profession are teacher educators who can teach students to carry out professional teaching (Toom, 2017). The core of teaching the teacher profession is about finding teaching methods that help the students in their knowledge development (Timmerman, 2009).…”

Section: Discussionmentioning

confidence: 99%

The effect of frame factors on (vocational) teacher educators’ teaching work

Asghari

Andersén²

2022

SJVD

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This study is about six teacher educators’ descriptions of their teaching of (vocational) subject-specific didactics to teacher students at a university in Sweden. The analysis has been carried out categorically on the basis of material from two focus group interviews and with a narrative approach. Central to the narrative approach is the basic assumption that narratives are constructed together with and in relation to other people. The theoretical approach in the study is based on the concept of frame factors. We have assumed Hiim’s (2010) didactic relationship model, but use only the frame factors in her model. The study tries to answer the research question: What categories of teaching-related frame factors appear in the teacher educators’ descriptions of their teaching? The results comprise four categories and show that time, authorities, evaluation, and student base, aspects that are related to other factors in Hiim’s relationship model, govern their teaching. The conclusion is that the teacher educators try to create opportunities for their students, who are prospective teachers, to acquire teaching skills alongside an ongoing societal development, but this attempt is governed by frame factors that they themselves are unable to change.

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Section: Discussionmentioning

confidence: 99%

The effect of frame factors on (vocational) teacher educators’ teaching work

Asghari

Andersén²

2022

SJVD

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“…HE third stream activity (Muscio et al. , 2013, p. 64), the “new work order” (Gustafsson and Thang, 2017, p. 35). In private universities, there is evidence of increased workloads, student–customer demands and pressures (Arif et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Talent management in private universities: the case of a private university in the United Kingdom

Gerhardt

Karsan²

2022

IJEM

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PurposeIn an uncertain and competitive higher educational landscape, expedient management of professional capital could increase knowledge capital by ensuring the recruitment and retention of experienced and highly qualified academic staff. In this paper, a case study of a private university aims to evaluate the talent management of academic staff.Design/methodology/approachPrimary datum amongst academic staff was collected using an online survey questionnaire and semi-structured interviews. Thematic analysis of interviews and descriptive analysis of three forms of survey were triangulated for richer data.FindingsMost of the academic staff in this private university were intrinsically motivated and there was a low expectation to be active in research and publication. However, bibliometrics was a priority amongst senior academics interviewed. The lack of talent management in bibliometric profiles expressed by senior academics hamper academic progression and could contribute to high turnover intentions as push factors. Overall, there were no explicit talent management strategies by management identified.Research limitations/implicationsThis is a small-scale research project.Practical implicationsManagement should explore various options for structuring career paths within the organisational structure to secure career commitment of the employees. Within private universities, this could take the form of secondments to industry as part of work-based learning projects which could then also result in research and publication.Social implicationsPrivate universities widen the access to higher education and as such are an important research focus for improvements in quality and the retention of staff.Originality/valueResearch of staff talent management in a UK private university.

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“…Thirdly, workplace learning meets the needs of individuals for personal growth and professional development. According to Andersen andMorch (2005, as cited in Gustafsson &Thang, 2017), "work-based learning", "work-integrated learning", or "problem-based learning" are called new learning processes that meet the demands of people's modern working lives, and they can be both self-regulated learners and problem solvers. added that the aims of workplace learning are to enable employees to attain high levels of knowledge and to have the opportunity to participate in professional development activities, with businesses aiming to utilise this knowledge and these skills to the benefit of their organisations.…”

Section: Introductionmentioning

confidence: 99%

Key Predictors of the Implementation of Workplace Learning in Higher Education

Vannasy

Sengsouliya

2023

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This paper employed an integrative review approach to identify the key predictors of the implementation of workplace learning in higher education. The conceptual framework for this review stems mainly from the theoretical and empirical literature on workplace learning. Using the methods of integrative review, the authors of the present paper synthesized and integrated the findings from 38 included papers. The review suggests that there are seven key predictors that make workplace learning in higher education realistic, including individual learning, team learning, the organisational culture of learning, leadership, partnership, the employer-employee relationship, and the national policy system. Future inquiries would benefit from conducting a comparative study of theoretical perspectives and gathering empirical data within a particular context.

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Workplace Learning in Higher Education: Two Examples from a Swedish Context

Cited by 5 publications

References 15 publications

The effect of frame factors on (vocational) teacher educators’ teaching work

The effect of frame factors on (vocational) teacher educators’ teaching work

Talent management in private universities: the case of a private university in the United Kingdom

Key Predictors of the Implementation of Workplace Learning in Higher Education

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