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This paper seeks to examine workplace learning strategies, learning facilitators and learning barriers of public accountants in Canada across three professional levels – trainees, managers, and partners.

Volunteer participants from public accounting firms in Nova Scotia and New Brunswick completed a demographic survey, a learning activities survey, a learning barriers survey, and a learning facilitators survey. Quantitative analysis provided total scores for key variables and compared these across the three levels.

The paper finds that accountants across different levels use a variety of formal and informal learning strategies, although informal strategies predominate. Accountants encounter numerous facilitators and barriers. There are variations in strategies, barriers and facilitators based on professional level; for example, trainees make more use of e‐learning than do either managers or partners.

Future research could focus on the efficacy of accountants' formal and informal learning strategies as well as how e‐learning can be appropriately managed and utilized.

Allocation of work and relationships with people are important to the learning process and should be considered in work assignments. One implication is to encourage informal learning and provide appropriate learning activities and feedback so that informal learning is maximized. There could also be more emphasis placed on assisting partners and managers in developing their roles as coaches and mentors.

The paper provides information on workplace learning for an understudied group of professionals in a Canadian context.

This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning.

The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning.

Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning.

The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs.

Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.

This article briefly outlines the main objectives of the Ministry of Agriculture, Fisheries and Food (MAFF) programme of research in support of dietary surveys. It summarises the current portfolio of projects, then discusses in more depth the six projects being undertaken on further analysis of data from government dietary surveys, drawing on papers presented by the researchers at the annual meeting of this programme in London on 2 June 1998.

Analysts predict that disruptive technologies, such as artificial intelligence, will have a monumental impact on the world of work in the coming decades, exacerbating existing skills gaps faster than education systems can adapt. This paper aims to review research on the forecasted impact of technology on labour markets and skill demands over the near term. Furthermore, it outlines how social innovations and inclusion can be leveraged as strategies to mitigate the predicted impact of disruptive technologies.

The paper engages in an overview of relevant academic literature, policy and industry reports focussing on disruptive technologies, labour market “skills gaps” and training to identify ongoing trends and prospective solutions.

This paper identifies an array of predictions, made in studies and reports, about the impact of disruptive technologies on labour markets. It outlines that even conservative estimates can be expected to considerably exacerbate existing skills gaps. In turn, it identifies work-integrated learning and technology-enabled talent matching platforms as tools, which could be used to mitigate the effects of disruptive technologies on labour markets. It argues that there is a need for rigorous evaluation of innovative programmes being piloted across jurisdictions.

This paper focusses on these dynamics primarily as they are playing out in Canada and similar Western countries. However, our review and conclusions are not generalizable to other regions and economies at different stages of development. Further work is needed to ascertain how disruptive technologies will affect alternative jurisdictions.

While “future of work” debates typically focus on technology and deterministic narratives, this paper points out that social innovations in training and inclusive technologies could prove useful in helping societies cope with the labour market effects of disruptive technologies.

This paper provides a state-of-the-art review of the existing literature on the labour market effects of novel technologies. It contributes original insights into the future of work debates by outlining how social innovation and inclusion can be used as tools to address looming skills mismatches over the short to medium term.

This paper aims to discuss the evolution of regulation and compliance in the past 20 years, to the current state of affairs. Despite earlier calls for ethical compliance within financial institutions, there remains scope for improvement within practice (as evidenced by on-going regulatory issues in the banking sector).

Pre-crisis academic models of regulation and compliance are reviewed for evidence of use in practice. Some preliminary inductive research evidence is presented, following data collection via interviews with individuals impacted by compliance in financial service organisations. The interview data, facilitated by repertory grid, provide a post-crisis assessment of the issues faced by practitioners to comply with a new regulation.

An over-reliance on group think and consulting services in compliance approach is potentially holding back progress in compliance service. Due to the limited recent empirical data offered in the literature, we believe further research into this area should be undertaken.

This piece of research will provoke reflection on current practice vs existing academic theories, and seeks to identify whether alternative models are viable for the future of compliance approaches within practice.