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Issues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning (WBL). However, demarcated modes of learning, or what can be called strategies or pedagogies of learning, associated with experience of work environments have yet to be examined. One mode of learning which has been highlighted in relation to work is reflective practice, and its centrality to learning at work has been established. But reflective practice as a core skill, and its relation to other approaches to learning and research in WBL, remains uncovered. The purpose of the present study therefore is to identify different modes of learning as they appear in the literature and to present a proto-theoretical “learning by …” model for WBL and research founded on learning by reflection.

Proto-theoretical modelling and qualitative descriptions of each mode of learning.

Work environments, and the higher degree WBL programmes which support them, should provide learning via every available mode of learning, thereby allowing students to find their own best orientation to learning and encourage it by any means.

The proto-theoretical model and 12 modes of learning applied to WBL are unique to this study. WBL provides participants of work with multiple opportunities and approaches to learn and similarly provides multiple modes through which learning can occur on the basis of knowledge and skills in reflective practice.

Governments and organizations worldwide are concerned over the declining number of young people choosing to study Science, Technology, Engineering and Mathematics (STEM), especially after the age of 16. Research has foregrounded that students with positive attitudes toward science are more likely to find it relevant and aspire to a science career. This study aims to understand the factors shaping students’ attitudes as these are pivotal in promoting science learning.

This study uses the framework of science capital to understand what shapes young people’s engagement with or resistance to science. The authors conducted four Computational Thinking making-based workshops with 106 children aged 15–16 years, of which 58 filled in a questionnaire and 22 were interviewed. Statistical and content analyses were performed respectively.

The results indicate that children who are more exposed to science-related activities and contexts are more likely to have higher self-efficacy, and that those with higher prior coding experience scored higher in their self-efficacy and science capital. Six themes emerged from the content analysis, highlighting the diverse factors shaping students’ attitudes, such as teaching methods, stereotypes and the degree of difficulty encountered while engaging with science in and out of school.

By combining qualitative and quantitative methods with the use of science capital, the authors found a number of aspects of the school experience that shape students’ attitudes to science learning in and out of school, as well as their science career aspirations.

The critical role of diet in climate change mitigation has raised behavioural approaches to the top of the agenda. In this paper, the authors take a critical look at these behavioural approaches and call for a more dynamic, practice-oriented understanding of long-term changes in sustainable food consumption and supply.

This approach is based on the experiences from a long-term experiment promoting sustainable eating in a workplace lunch restaurant using a series of informational and nudging techniques. In the experiment, the authors found that focussing solely on eating behaviours did not help to capture the multi-level change processes mobilised. The authors therefore propose a more dynamic, practice-oriented methodology for examining long-term changes in sustainable eating. The emprical data of the experiment are based on qualitative and quantitative data, consisting of customer survey, customer and kitchen personnel focus group discussions and monitoring data on the use of food items in the restaurant and their climate impacts.

The results draw attention to a series of practical challenges restaurants face when promoting sustainable eating. Directing analytical attention to tinkering helped to reveal the tensions brought about by labelling and nudging in menu planning and recipe development. The results show how tinkering required attentiveness to customers' wishes in both cases. Nudging offered more freedom for the restaurant to develop menus and recipes. In the case scrutinised, however, nudging customers towards tastier and more satiating vegetarian dishes included the use of dairy. This partly watered down the climate benefits gained from reduced meat consumption.

Rather than looking separately at changes in consumer behaviour and in the supply of food, the authors show how we need analytical concepts that enable the evaluation of their mutual evolution. Tinkering can assist us in this endeavour. Its adaptive, adjustive character, however, calls for caution. The development of praxis in food services and catering requires critical companions from the transdisciplinary research community. Research can provide systematic knowledge on the impacts of labels and nudges on kitchen praxis. However, research itself also needs to tinker and learn from experiments. This necessitates long-term speculative research strategies.

Architectural theorists have a long tradition of acknowledging the centrality of building users to architectural production. This article contributes to the discourse on architecture, actor–network theory (ANT), and users by proposing a typology of user translations ranging from supporting to tinkering to adjusting to resisting.

The research utilises an ANT-inspired ethnography of sustainable lighting scripts at the Masdar Institute of Science and Technology (MIST). It comprises semi-structured interviews with MIST designers and students, and site visits and participant observation to understand how the users interpret the scripts and how they interact and change them on a daily basis.

There is a shared understanding that users do not simply receive architectural designs but interpret and change them to suit their preferences. The findings reveal the multiple ways that users interpret and respond to the assumptions of designers and in the process, recast the relations between themselves and their material surroundings.

The research contributes to acknowledging the centrality of users to architectural design processes and the interpretation of design scripts, addressing the limitation in current literature in demonstrating the diversity of ways that users react to such scripts. The research suggests that user actions have significant implications on long-term building performance. It accordingly points to the need for devising multiple means of user involvement in the design process and allowing greater flexibility in design scripts to improve the alignment with user preferences.

A decline in participation in research studies as people age is inevitable as health declines. This paper aims to address this by collecting data from a group of participants to examine their reasons for declining attendance and suggestions for maintaining attendance as participants age.

This research used a postal self-completed questionnaire including open and closed questions. The questionnaire was sent to those participants who have declined to attend further clinic visits. Results were analysed using thematic content analysis.

The study had a 51% response rate. Participants reported difficulty with travelling to the clinic, and health as the main issues in addition to family demands and a lack of understanding regarding the continuing participation of a singleton twin.

This study could only include data from responding participants, answers to open question also included comments from participants regarding their twin.

An anonymous questionnaire was sent to all individuals in the Keeping Together project. It was therefore not possible to identify if responses were from both members of a twin pair.

Maintaining participation in longitudinal studies is of crucial importance to enhance the value of data. Retention of participants in studies may change as people age and health becomes impaired. Suggestions for maintaining and improving the retention of older participants have been identified and are generalisable to other longitudinal studies of ageing.

This article describes the development and initial experiences of Design Your Life, a new design approach implementing user-initiated design of technological environments that support autistic young adults to live independently.

This article makes use of a phenomenological Research-through-Design approach. Investigation of possible ways in which a set of four guiding principles could be applied into a design toolkit for autistic young adults and their caregivers by means of three design case studies was conducted. Promising methods from the design practice and literature were applied and contrasted with the lived experiences and practical contexts of autistic young adults and their caregivers.

This exploratory research yielded several important insights for the design direction of Design Your Life. Reflecting on how the guiding principles played out in practice it was noted that: the case studies showed that stakeholders appreciate the approach. The design principles applied cannot be used without the help of a sparring partner. This suggests that caregivers may be trained in design-thinking to fulfil this role. The Design Your Life method will be iteratively developed, refined and validated in practice.

The presented approach puts design tools in the hands of the people who will use the technology. Furthermore, the approach sees technologies as empowering interventions by which a person can strengthen their own living environment. According to this article, this approach is new for this application. It provides valuable perspectives and considerations for autistic people, caregivers, researchers and policy makers.

The purpose of this paper is to empirically explore and conceptualize how healthcare professionals and managers give shape to the increasing call for compassionate care as an alternative for system-based quality management systems. The research demonstrates how quality rebels craft deviant practices of good care and how they account for them.

Ethnographic research was conducted in three Dutch hospitals, studying clinical groups that were identified as deviant: a nursing ward for infectious diseases, a mother–child department and a dialysis department. The research includes over 120 h of observation, 41 semi-structured interviews and 2 focus groups.

The research shows that rebels’ quality practices are an emerging set of collaborative activities to improving healthcare and meeting (individual) patient needs. They conduct “contexting work” to achieve their quality aims by expanding their normative work to outside domains. As rebels deviate from hospital policies, they are sometimes forced to act “under the radar” causing the risk of groupthink and may undermine the aim of public accounting.

The research shows that in order to come to more compassionate forms of care, organizations should allow for more heterogeneity accompanied with ongoing dialogue(s) on what good care yields as this may differ between specific fields or locations.

This is the first study introducing quality rebels as a concept to understanding social deviance in the everyday practices of doing compassionate and good care.