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Article
Publication date: 11 May 2021

Nikolaj Stegeager and Anja Overgaard Thomassen

290

Abstract

Details

Journal of Workplace Learning, vol. 33 no. 3
Type: Research Article
ISSN: 1366-5626

Article
Publication date: 16 November 2020

Anja Overgaard Thomassen and Kenneth Mølbjerg Jørgensen

The purpose of this paper is to discuss how Dewey’s notions of experience, inquiry and reflection can increase managers’ capacity to cope with sustainability transitions.

1595

Abstract

Purpose

The purpose of this paper is to discuss how Dewey’s notions of experience, inquiry and reflection can increase managers’ capacity to cope with sustainability transitions.

Design/methodology/approach

Problem-based learning is discussed as an approach for enabling sustainable management learning. Dewey’s concepts of experience, inquiry and reflection are used to conceptualize learning as an iterative “self-corrective” learning process toward sustainability. Two public managers’ experiences of a personal development module in a management education program are used to discuss how Dewey’s concepts work to integrate practice and theory.

Findings

Dewey’s problem-based learning framework has the potential to increase managers’ capability to cope with complex and multifaceted challenges such as sustainability because of its focus on problem-solving.

Practical implications

Management is a social practice. Management education can support management learning if management is perceived as a practice.

Originality/value

Sustainable management learning is presented as an iterative and gradual learning process aimed toward settled inquiry that emerges when sustainable solutions work satisfactory in relation to the multiple and contradictory forces, which are in play in real-life situations.

Details

Journal of Workplace Learning, vol. 33 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 19 August 2022

Cathrine Filstad, Trude Høgvold Olsen and Anja Overgaard Thomassen

This paper aims to contribute to the literature on distributed sensemaking by studying how the police establish and develop their new position as police contacts during…

Abstract

Purpose

This paper aims to contribute to the literature on distributed sensemaking by studying how the police establish and develop their new position as police contacts during the police reform.

Design/methodology/approach

The authors studied how the position of police contact, a cornerstone of the recent Norwegian police reform, was interpreted and practised. The authors interviewed police contacts at two different times during reform implementation to explore how they made sense of and practised their job.

Findings

The authors identified three interpretations of the position of police contact and describe them as ideal types: an administrative position, a professional position and a strategic position. The ideal types were reinforced rather than developing towards a shared understanding. Our data demonstrate that the sensemaking processes and experimentation to settle into the new position involved local actors internally in the police and externally in relation to local authorities, and reinforced local interpretations.

Originality/value

This study supports the notion of sensemaking as distributed but extends previous research by suggesting that “ideal types” help us understand the content of interpretations. This study also extends the understanding by showing that distributed sensemaking takes place as individuals make sense of more open-ended problems. This challenges the understanding of the term distributed, because unless challenged, distributed sensemaking in isolated pockets of the organization remain local, and the authors suggest that the term local distributed sensemaking captures this phenomenon.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 25 January 2013

Anja Overgaard Thomassen

In this chapter the notion of ‘the third context’ is presented as a useful perspective in order to reduce the gap between work and continuing education, as continuing…

Abstract

In this chapter the notion of ‘the third context’ is presented as a useful perspective in order to reduce the gap between work and continuing education, as continuing education is argued to be an activity different from work as well as education, namely as something ‘third’. Consequently, ‘the third context’ is an alternative to the predominant understanding of work and education as two incompatible entities based on different paradigms. The understanding of incompatibility between work and education had extensive influence on learner engagement and learning outcome in two continuing education courses based on Facilitated Work Based Learning (FWBL). FWBL focuses extensively on integrating work and continuing education with the purpose of increasing employee involvement and engagement: Theoretically, FWBL is inspired by John Dewey and Problem Based Learning. Obstacles occurred during the FWBL courses, especially in relation to the question of ‘how can work and continuing education be integrated?’ More extensive use of information technology is argued to be a method supporting the alignment of processes between the FWBL course and the workplace.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Book part
Publication date: 25 January 2013

Lars Birch Andreasen is Associate Professor at the Department of Learning and Philosophy at Aalborg University, Denmark, where he is a member of the Research Lab: ICT and…

Abstract

Lars Birch Andreasen is Associate Professor at the Department of Learning and Philosophy at Aalborg University, Denmark, where he is a member of the Research Lab: ICT and Designs for Learning. He holds a Ph.D. in Education from the Danish University of Education and an M.A. in Cultural Sociology from Copenhagen University. His research interests are dialogic communication, problem- and project-based learning, collaboration in virtual learning environments, information literacy, and lifelong learning.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Content available
Book part
Publication date: 25 January 2013

Abstract

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Book part
Publication date: 25 January 2013

Laura A. Wankel and Patrick Blessinger

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and…

Abstract

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and multipurpose, multimedia mobile communicative applications such as Skype. Today's educators have at their disposal a wide array of digital technologies that enable them to enhance the teaching and learning process. These technologies, coupled with more valid and reliable learning theories, are revolutionizing the way we teach and are altering our notions of what it means to learn and live in a post-industrial, globalized world. Both individually and socially, these new mobile technologies are becoming increasingly popular and useful as educational tools across a wide range of disciplines as a means to engage and retain students. If used appropriately and purposefully, these mobile technologies are well suited for the increasingly interconnected and interdependent world we live in and they provide educators with another set of tools by which to enrich the teaching and learning process and educational outcomes (Kukulska-Hulme, 2012).

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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