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Article
Publication date: 11 September 2017

Ann Reich, Donna Rooney and Nick Hopwood

This paper aims to introduce, explain and illustrate the concept of “sites of emergent learning” (SEL), which pinpoints particular instances of learning in everyday…

Abstract

Purpose

This paper aims to introduce, explain and illustrate the concept of “sites of emergent learning” (SEL), which pinpoints particular instances of learning in everyday practice. This concept is located within contemporary practice-oriented and sociomaterial approaches to understanding workplace learning.

Design/methodology/approach

This conceptual development has been resourced by a secondary analysis of data from three workplace learning studies. These were: an ethnographic study of a residential parenting service; a case study of learning among engineers working on a railway construction site; and a case study of a multicultural unit that aims to enhance health services for a diverse community. All were based in the Sydney metropolitan area. The secondary analysis was undertaken by identifying regular practices within each setting where professionals discuss past and future work. These were then subjected to theoretical scrutiny, identifying common and distinctive features.

Findings

SEL were identified within the handover, site-walks and catch-up meeting practices. They arise through and are constituted in relationships between social practices and the materialities of work. SEL involve negotiating, exploring and questioning practice and knowledge associated with it; they are instances within work practices in which work is done about how work gets done, developing new understandings of the past to reshape visions for the future. Alongside these commonalities, each site of emergent learning displayed distinctive features shaped by the particularities of the practices and materialities of each site.

Originality/value

This concept is presented as a valuable tool to assist researchers of workplace learning. It elucidates particular learning-intensive features of practice, extending sociomaterial conceptualisations of professional and workplace learning.

Details

Journal of Workplace Learning, vol. 29 no. 7/8
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 8 September 2014

Ann Reich and Paul Hager

This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken…

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3818

Abstract

Purpose

This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.

Design/methodology/approach

This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.

Findings

A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.

Originality/value

This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.

Details

Journal of Workplace Learning, vol. 26 no. 6/7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 August 1942

THE ENGINES The two engines are B.M.W.801 type, each 14‐cylinder air‐cooled radials in two staggered rows, the top cylinder of the rear row being vertical (fig 9). A card…

Abstract

THE ENGINES The two engines are B.M.W.801 type, each 14‐cylinder air‐cooled radials in two staggered rows, the top cylinder of the rear row being vertical (fig 9). A card in the cockpit gave the following information:

Details

Aircraft Engineering and Aerospace Technology, vol. 14 no. 8
Type: Research Article
ISSN: 0002-2667

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Article
Publication date: 8 September 2014

Tara Fenwick and John Field

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1832

Abstract

Details

Journal of Workplace Learning, vol. 26 no. 6/7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 11 September 2017

Amanda Louise Lizier

The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex…

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1080

Abstract

Purpose

The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals’ experiences of work and learning.

Design/methodology/approach

Semi-structured interviews were conducted with 14 professionals from a variety of organisations, industry sectors and occupations in Sydney, Australia. The transcripts were subjected to an adapted phenomenographic analysis, and an analysis using the complex adaptive organisations conceptual framework (CAOCF).

Findings

The findings indicated that professionals experienced learning mainly through work, where work was experienced as fluid and influenced by varying degrees of emergence, agency, complex social networks and adaptation. Further, the greater the degree of work fluidity, the greater the impetus towards learning through work, empirically indicating that the experience of learning in contemporary organisations is entwined with work.

Originality/value

This study used the concept of complex adaptive organisations as a conceptual framework, coupled with an adapted phenomenographic methodology, to investigate individual professionals’ experiences of work and learning. The adoption of the concept of complex adaptive organisations provided a rigorous way to adopt a complexity approach. In particular, the concept of emergence provides insights into how organisational complexity influences work and, subsequently, learning and adaptation.

Details

Journal of Workplace Learning, vol. 29 no. 7/8
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 12 September 2016

John Rule, Roger Dunston and Nicky Solomon

This paper aims to provide an account of learning and change in the redesign of a primary health-care initiative in a large metropolitan city in Australia.

Abstract

Purpose

This paper aims to provide an account of learning and change in the redesign of a primary health-care initiative in a large metropolitan city in Australia.

Design/methodology/approach

The paper is based on research exploring the place and role of learning in the re-making of health professional practices in a major New South Wales Government health reform called HealthOne. The analysis and findings presented here make reference to data drawn from a longitudinal ethnographic study (2011-2014) conducted by an inter-disciplinary team of researchers from the University of Technology Sydney. Socio-material and practice-based approaches for understanding learning are used in working with the data.

Findings

There were substantial changes in professional practice, especially in the role of the General Practice Liaison Nurse. Changes, and the learning connected to the changes, were dynamically influenced by the macro-context. HealthOne was a reform initiative with a strong focus on achieving health service redesign and a consistent focus on staff developing new ways of thinking and operating. Although learning was often discussed, it was, for the most part, expressed in general terms, and there was a lack of a formal and well-developed approach to learning collectively and individually.

Originality/value

This research paper will inform future attempts at service redesign in community and primary health contexts and provides a site-specific examination of workplace learning in a context of rapid change.

Details

Journal of Workplace Learning, vol. 28 no. 7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 8 September 2014

Sarah Stewart

This paper aims to shed light on the complex multiplicity of domestic violence interagency work. It proposes a new conceptualisation that reflects the entangled nature of…

Abstract

Purpose

This paper aims to shed light on the complex multiplicity of domestic violence interagency work. It proposes a new conceptualisation that reflects the entangled nature of professional practice and learning.

Design/methodology/approach

The research on which this paper draws is an ethnographic study of practice in an integrated local domestic violence initiative. Data include focussed workplace observations, semi-structured interviews and key documents. The study draws on practice-based sociomaterial approaches and the conceptual framework, and methodology is informed by actor-network theory, in particular, the work of Annemarie Mol.

Findings

Findings suggest that interagency work that starts from the victim and traces threads of connection outwards is able to “hang together” as “practice multiple” in integrated service provision. I argue that the learning that happens in these circumstances is a relational effect and depends on who and what is assembled in the actor-network.

Research limitations/implications

The research has significant implications for framing understandings of domestic violence interagency work, as it firmly anchors “working together” to victims. Findings are expected to be of interest not only to practitioners, educators and researchers but also to policymakers.

Originality/value

The paper addresses a current gap in the literature, applies a novel research approach and proposes a new conceptualisation of domestic violence interagency work.

Details

Journal of Workplace Learning, vol. 26 no. 6/7
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 30 June 2017

Dorit Rubinstein Reiss

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others…

Abstract

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others. However, the primary risk is borne by the child left unvaccinated. Although living in a developed country with high vaccination rates provides a certain amount of protection through population immunity, the unvaccinated child is still exposed to a considerably greater risk of preventable diseases than one who is vaccinated. I explore the tension between parental choice and the child’s right to be free of preventable diseases. The chapter’s goal is twofold: to advocate for moving from a dyadic framework – considering the interests of the parents against those of the state – to a triadic one, in which the interests of the child are given as much weight as those of the parent and the state; and to discuss which protections are available, and how they can be improved. Specific legal tools available to protect that child are examined, including tort liability of the parents to the child, whether and to what degree criminal law has a role, under what circumstances parental choice should be overridden, and the role of school immunization requirements in protecting the individual child.

Details

Studies in Law, Politics, and Society
Type: Book
ISBN: 978-1-78714-811-6

Keywords

Content available
Book part
Publication date: 2 March 2017

Abstract

Details

The Imagination Gap
Type: Book
ISBN: 978-1-78714-207-7

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Article
Publication date: 1 April 2003

Georgios I. Zekos

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination…

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53910

Abstract

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Details

Managerial Law, vol. 45 no. 1/2
Type: Research Article
ISSN: 0309-0558

Keywords

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