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Article
Publication date: 25 June 2018

Kristine Yap and Sarojni Choy

This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings…

Abstract

Purpose

This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis.

Design/methodology/approach

This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held positions as engineers, plant workers and maintenance technicians. These site operators were directly involved in working with dangerous chemicals and high-risk equipment and processes; their conversations elicited an in-depth understanding of individuals’ experiences, providing an account of how participants learnt safe work practices in a precarious work setting. All interviews were digitally recorded and transcribed. Data were coded and analysed using an inductive analytical approach to identify key themes about workers’ learning in the workplace.

Findings

The findings suggest that learning to work safely is a socially constructed and facilitated process – leading to intentionalising what is learnt. The participants’ experiences suggest that safe work practices materialise through collective action, shared knowledge and responsibility to generally seek sameness for recursive practice. The significance of inter-subjectivity and intentionality are discussed with respect to how they intersect within the social cultural context of precarious work sites, where learning and praxis are seamlessly commingled to achieve effective praxis in workplace safety. A combination of contributions at organisation, individual and group levels supports the social cultural environment. The study concludes that a combination of mutually bound learning space, relational agency and dialogic interactions provides communicative spaces and mediates learning that nurtures inter-subjectivity and intentionality to work safely.

Research limitations/implications

As the study is situated in a particular case context, replication of this research with different occupational groups in other precarious workplaces is needed for further insights on social construction of learning spaces for safety practice.

Practical implications

This paper concludes that deliberate and cautious efforts are necessary to create contextual conditions for learning and to promote greater inter-subjectivity and intentionality for effective praxis. Group interactions and partnerships at work are advocated to generate mindful learning and a common frame of reference that the work community recognises, values and shares. These social processes provide necessary communicative spaces for clarification and validation of what is learnt and what is being interpreted by individuals. The quality and legitimacy of guidance are also emphasised to validate the expertise of those providing guidance, effective mentorship and intervention for the distribution of knowledge. Furthermore, strong and committed leadership is necessary to sustain the social cultural architectures that will support learning and praxis for safety.

Originality/value

This study offers insight about pedagogical contributions to learning about safe work practices in distinct circumstances of work.

Details

Journal of Workplace Learning, vol. 30 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 9 March 2020

Kwok Wah Ronnie Lui and Sarojni Choy

This paper aims to report on a study that used the practice theory lens to understand how Chinese ethnic culture influences restaurant workers' learning through engagement in…

Abstract

Purpose

This paper aims to report on a study that used the practice theory lens to understand how Chinese ethnic culture influences restaurant workers' learning through engagement in everyday work practices.

Design/methodology/approach

A multiple case study approach was used. Data were collected from semi-structured interviews and site observations. Thematic analysis was conducted to identify how workers learnt the sayings, doings and relatings in their workplaces.

Findings

The findings show that the ethnic culture of the participants influences and enriches their learning in practice settings such as small Chinese restaurants.

Research limitations/implications

The understandings presented here need to be verified through more research in different regions and nations. In addition, cross-cultural studies on other ethnic restaurants may contribute to deeper understandings of the influences of ethnic culture on practice-based learning.

Social implications

The research contributes to understanding the influence of ethnic culture on practice-based learning.

Originality/value

The understandings gained from the findings of this study form a useful basis for curriculum development and instructional design of training programmes for practice-based as well as work-integrated-learning components of vocational curriculum. Furthermore, awareness of the strengths of the ethnic culture is of interest to owner/managers of small Chinese restaurants to afford supportive learning environments for workers.

Details

Journal of Workplace Learning, vol. 32 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 20 February 2009

Sarojni Choy

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

2469

Abstract

Purpose

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

Design/methodology/approach

The paper is based on a case study. Data were collected from interviews and a focus group with worker‐learners enrolled in a Graduate Certificate in Education (Educational Leadership) course.

Findings

The study finds that a project that piloted an organisation‐centred curriculum framework where learning was integrated in the context of the workplace met the needs of both individuals and their workplace. The success of such learning for a cohort of worker‐learners was contingent on especially designed teaching and assessment strategies, aligned learning and assessment to the strategic goals of the organisation where the cohort was based and to needs of the individuals. The evaluation of the strategies in the framework shows their potential to optimise learning outcomes for other cohorts and courses. It also highlights the importance of skilling learners for work‐integrated learning and making explicit the pedagogies and affordances available in the workplace.

Originality/value

The paper demonstrates the transition from university‐centred to organisation‐centred curriculum that employs work‐integrated learning to meet the needs of the workplace and the learners.

Details

Journal of Workplace Learning, vol. 21 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 10 May 2013

Stephen Billett and Sarojni Choy

This paper aims to consider and appraise current developments and emerging perspectives on learning in the circumstances of work, to propose how some of the challenges for…

9391

Abstract

Purpose

This paper aims to consider and appraise current developments and emerging perspectives on learning in the circumstances of work, to propose how some of the challenges for securing effective workplace learning may be redressed.

Design/methodology/approach

First, new challenges and perspectives on learning in the circumstances of work are summarised. Then, three key emerging concepts are reviewed. These are: changes in requirements of work; conceptual understandings about the processes of learning; and more elaborated views about the relations between the social and personal attributes. The procedural contributions of learning to improve learning for occupations, and employability and working life are also appraised.

Findings

The authors suggest that current conceptual and procedural understandings of learning in the workplace, informed by fields of cognitive science, and learning and development are limited because learning in the workplace is multimodal and complex, considering the socio‐cultural nature and boundaries that influence learning in multiple ways.

Research limitations/implications

The appraisal here draws knowledge from the education discipline, yet there is a need to reach out to other fields to extend understandings and develop appropriate responses to emerging perspectives and new challenges.

Practical implications

A broader understanding of the workplace learning environment will assist those responsible for organising learning in the workplace and worker‐ learners to facilitate and engage in learning for transformations in work practices and meet changing performance requirements.

Originality/value

The authors advocate an extension to different disciplines such as anthropology and neurological science to broaden understandings about the potential of the workplace as a learning environment for novice as well as experienced workers.

Details

Journal of Workplace Learning, vol. 25 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 9 November 2015

Sarojni Choy, Minglin Li and Parlo Singh

The purpose of this paper is to present a case for appraisal of the current curriculum provisions for international students. In this paper, the authors summarise the key…

Abstract

Purpose

The purpose of this paper is to present a case for appraisal of the current curriculum provisions for international students. In this paper, the authors summarise the key challenges of Asian international research graduate students pursuing doctorate studies in Australian universities to become researchers for the global communities. The intention is to advocate further research on current higher degree research curriculum with a view to enriching the developmental experiences of international research graduate students in preparation for global practice.

Design/methodology/approach

This is an analytical paper that adopts a conceptual and rhetorical approach.

Findings

The authors review a growing body of research on higher degree research studies and establish a need for appraisal of current curriculum provisions.

Originality/value

This is the first paper to concentrate on an emerging need to appraise current higher degree research curriculum provisions to enhance the development international research graduate students for global practices.

Details

International Journal for Researcher Development, vol. 6 no. 2
Type: Research Article
ISSN: 2048-8696

Keywords

Content available
Article
Publication date: 20 February 2009

Sara Cervai

369

Abstract

Details

Journal of Workplace Learning, vol. 21 no. 2
Type: Research Article
ISSN: 1366-5626

Content available
Article
Publication date: 10 May 2013

Sara Cervai and Tauno Kekale

82

Abstract

Details

Journal of Workplace Learning, vol. 25 no. 4
Type: Research Article
ISSN: 1366-5626

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