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In 1964, the University of Sussex set up working parties to consider, respectively, the role of language laboratories, the relevance of programmed learning and the potential uses of closed‐circuit television. The working party concerned with television also considered other audio‐visual facilities and concluded that there was much to be said for setting up a special division of the University to supervise all such facilities. A central service unit was also recommended by the Brynmor Jones committee on audio‐visual aids in higher scientific education which published its report soon afterwards. The proposal was accepted by the Senate and a centre for academic services set up with broad terms of reference to promote and coordinate the use of television, film, sound recording, photographic, reprographic, programmed learning, and language laboratory services within the university and in association with other educational institutions.

The purpose of this paper is to present the concept of a “university learning laboratory” as an example of providing experiential learning opportunities as part of a vocational degree programme. It presents a model of how to extend industry participation in degree programmes beyond internships and work placements and demonstrates the benefits of including knowledge transfer as part of the curriculum design of vocational degrees.

This paper adopts a qualitative case study approach to share experiences of a university based in the UK.

Vocational degrees that develop the concepts of the discipline within the context of where they are applied are providing “work ready” graduates for industry.

This paper summarizes the key benefits of engaging industry more extensively in the design and delivery of vocational degree programmes. It highlights a new type of stakeholder partnership and a collective responsibility for vocational curricula in higher education.

This paper draws on Michael Eraut's work on the transfer of knowledge between education and the workplace.

This paper seeks to understand the role of informal learning in the workplace by observation of samples of professional workers.

The research started by shared descriptions of the work being followed before asking about the roles of other people whom they met at work, and then asking about what the observer might have seen on another occasion. This was followed by discussing the nature of the researched person's work with significant others in the workplace.

The most important theoretical finding was that most people did not describe informal learning as learning. The study managed to handle this by talking about learning as a by‐product. Then both working and learning could be talked about at the same time. Most of this learning came from people working together in a range of work activities.

Support and feedback were critically important for confidence, learning, retention and commitment, and the right level of challenge. Factors affecting participants' commitment to work, to colleagues, and to their employers included the quality of their support and feedback, and appreciation of the value of their work.

The paper highlights the importance of giving more attention to who is doing what, and finding opportunities for people to learn naturally by being present in situations where they can be helpful and recognized. If learning is crucial for working, much greater learning occurs.

The purpose of this paper is to contribute to the understanding of workplace learning, with a focus on the non-formal learning that takes place among online journalists. The focus of this article is journalists working in an online newspaper and their experiences with workplace and non-formal learning, centring on framework conditions and learning environments.

The empirical data in this article are based on qualitative interviews conducted with journalists working in an online newspaper in the Western part of Norway. The sample comprises of five informants. The interviews were based on a combination of open-ended and more specific questions where the aim was to get a broad perspective on the informants’ experiences workplace non-formal learning and to investigate alternative perspectives that emerged during the interviews.

The findings indicate that a theory of online journalists’ workplace learning should take into account the fact that learning, in this context, takes place at various levels of conscious awareness, encompassing cognitive, behavioural, motivational and emotional aspects.

This project provides the field of workplace learning and journalism with context-specific research on the non-formal learning processes of online journalists.

This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities.

Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning.

The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work.

The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized.

The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty.

The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

This paper focuses on two inter‐related components of developing institutional research capacity in the social sciences: developing a research culture (of a specific nature), and developing researchers. I use the term “researcher” in the context of this paper to refer both to academics for whom research is, or is intended to be, a component of their work and of their contractual responsibilities, and to those employed in research only roles. First, however, I address the issue of the need for development, outlining the shortcomings of social science research and, by extension and implication, of the research leadership that I suggest is failing – at least in part – to achieve its purpose of developing institutional research capacity.

This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through interviews, observations, and a content analysis of museum-produced materials, I examine the opportunities for various audiences (elementary, middle, and high school students) to engage with, and utilize, museum resources to facilitate meaningful social studies learning. This article includes a discussion of state standards, field trips, and use of technology to engage social studies learners. This study has implications for both classroom and museum-based educators.