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Compared with the history of many other countries, sport has had an exceptional role in the Finnish transformation from a young to a mature nation. Finland has a relatively long tradition in the sociology of sport. The interest has been focused on a wide range of physical activities. At the same time, the parent discipline of sociology has been a “mother” science in the field; as such the more representative term in Finland for this area is the “social science of sport and physical activity.” Finnish sociology of sport is strongly concentrated in Jyväskylä and most of the scholars in the field have been educated at the University of Jyväskylä. Recently the research in the field has spread to other universities and new perspectives have enriched the research. The critical mass of Finnish sociology of sport is not very big. Approximately 400 students have graduated in the field during its history and approximately 60 have worked in the field as professional researchers. Most of the publications in the field are for a domestic audience. The group of internationally active scholars is relative small. The variety of research themes is nevertheless wide. However, interest has continued in a few of them, and has focused on several researchers. In this respect, the most central themes have included changes in sports culture, socialization into sport and physical activities, gender and physical activities, the social significance of sport and physical activity, and organized sport movements.

The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the “learning discourse” at work place level looking for possibilities to oppose learning.

This paper is based on case studies conducted at six workplaces. The data on the cases include interviews and observation and three of the cases can be characterized as being based on action research.

In light of the case studies, learning at workplaces shows up as action and discourse that is quite interest‐laden and contested. Employers demand learning but employees find ways to oppose these demands.

In the planning of measures that support workplace learning it is important to identify general structures and trends of working life, as well as the different interests at the workplace. In this way, a situation can be avoided in which adult educators and their activities are used as weapons in campaigning for some groups' interests.

The article's distinctive feature lies in its critical approach to workplace learning through in‐depth data sets. It explores further so‐called positive learning discourse and its implications at different kind of workplaces and to different kind of personnel groups.

This paper aims to serve as a reminder that all work arrangements, including the present case of distributed work, have their costs and benefits.

In addition to a literature review, the paper presents empirical evidence from two case organizations in the field of technology industries and knowledge‐intensive business services.

In contrast to common assertions in the theoretical literature, distributed work is not always an outcome of technological advancement or a proactive choice blessed by management, but often a necessity dictated by the competition or customers. In the case companies here, a distributed organizational structure was recognized as a necessary compromise, although the associated costs gave cause for some concern. Rather than virtual cooperation, the knowledge workers interviewed valued opportunities for face‐to‐face interaction and informal contact and networking. Nonetheless the benefits of distributed work were thought to outweigh its potential costs.

Regionally distributed work involves many similar problems as traditional telework from home. To avoid potential risks, partial work distribution is advisable to most organizations.