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Article
Publication date: 13 February 2017

Ortrun Zuber-Skerritt and Selva Abraham

The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as…

Abstract

Purpose

The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change.

Design/methodology/approach

The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism.

Findings

Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes.

Originality/value

This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.

Details

Higher Education, Skills and Work-Based Learning, vol. 7 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 1 March 2016

Jonathan Garnett, Selva Abraham and Param Abraham

The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations.

2176

Abstract

Purpose

The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations.

Design/methodology/approach

The paper draws organisational learning- and work-based learning literature and case study illustrations.

Findings

To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation.

Research limitations/implications

There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches.

Practical implications

The conclusions reached have implications for higher education and non-award bearing executive education.

Social implications

The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment.

Originality/value

The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.

Details

Journal of Work-Applied Management, vol. 8 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 1 March 2016

Peter Critten

The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in…

2961

Abstract

Purpose

The purpose of this paper is to challenge how we have traditionally thought about organisations and introduce two frameworks to enable us to understand how change in organisations might be facilitated better.

Design/methodology/approach

The paper discusses organisations as complex adaptive systems and uses complexity theory to inform two new frameworks for facilitating organisational learning and change.

Findings

In order for organisational learning to occur we need to change our mind-set of how we see organisations and to think of learning not just as individual but also as generative “communicative action” that emerge out of collaborative relationships.

Research limitations/implications

The frameworks proposed are grounded in organisational learning literature and the experience of the author. The proposed agenda for organisational learning has yet to be acted upon and evaluated.

Practical implications

The frameworks can be used to enhance understanding of learning and change in organisations. The agenda for enabling organisational transformation identifies key steps to put the ideas developed in the paper into practice.

Social implications

The approach advocated for use within organisations is one of empowerment and collaboration rather than top down direction.

Originality/value

The paper introduces new frameworks and a practical agenda to bring about organisational transformation through work-applied learning.

Details

Journal of Work-Applied Management, vol. 8 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 1 March 2016

Ruth Helyer

344

Abstract

Details

Journal of Work-Applied Management, vol. 8 no. 1
Type: Research Article
ISSN: 2205-2062

Open Access
Article
Publication date: 11 February 2021

Lee Fergusson and Luke van der Laan

The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and…

Abstract

Purpose

The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.

Design/methodology/approach

Conceptual modelling and qualitative descriptions of each pedagogy.

Findings

Many of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.

Originality/value

A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

Details

Journal of Work-Applied Management, vol. 13 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 6 October 2015

Selva Abraham and Jonathan Garnett

586

Abstract

Details

Journal of Work-Applied Management, vol. 7 no. 1
Type: Research Article
ISSN: 2205-2062

Open Access
Article
Publication date: 5 June 2017

Shayne D. Baker, Neil Peach and Malcolm Cathcart

The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.

2894

Abstract

Purpose

The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.

Design/methodology/approach

The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners.

Findings

People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF.

Research limitations/implications

There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions.

Practical implications

The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy.

Social implications

By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning.

Originality/value

This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

Details

Journal of Work-Applied Management, vol. 9 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Content available
Article
Publication date: 13 February 2017

Ruth Helyer

257

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 7 no. 1
Type: Research Article
ISSN: 2042-3896

Open Access
Article
Publication date: 25 January 2022

Lee Fergusson

Issues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Originality/value

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.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 11 September 2017

Tiziana Russo-Spena, Marco Tregua and Francesco Bifulco

The purpose of this paper is to contribute to the interdisciplinary debate promoted by service research community by establishing the conceptual frame within which…

1181

Abstract

Purpose

The purpose of this paper is to contribute to the interdisciplinary debate promoted by service research community by establishing the conceptual frame within which different perspectives addressing systemic and multifaceted approaches to innovation are framed. Growing research interest in innovation has led to different definitions, which are referred to here as “innovation system(s)”, “innovation network(s)” and “innovation ecosystem(s)”. The paper examines the theoretical foundations, outcomes, and patterns of contributions to which each innovation perspectives is tied and proposed a subject and the framework allowing an exploration of an interdisciplinary dialogue between the different research positions.

Design/methodology/approach

A literature review was conducted to discern differences in concepts and their meanings. An overview obtained using Web of Knowledge leads to a focus on studies, followed by a content analysis using NVivo, which enables identification of key concepts and their definitions. By highlighting relationships among terms, the paper establishes a framework of the ontological assumptions of different innovation discourses and explores their contribution to the interdisciplinary dialogue promoted by service research perspective on innovation.

Findings

A comparison among the three innovation perspectives leads us to focus on innovation itself, alongside context, actors, enablers, and governance, which are useful to mark the commonalities and differences among the three research approaches. The framework is helpful to break down the fragmented and sometimes overlapping points of view of innovation and provides a more integrative stance from which to address the emergence of the service ecosystems approach on innovation.

Research limitations/implications

The investigation focuses on three innovation perspectives and on top-cited articles alone; hence, it can be complemented with a full analysis through a bibliometric approach to test whether the features highlighted are linked to other elements. Moreover, the different approaches grouped on “innovation ecosystems” perspective suggest the possibility to enhance service ecosystems discourse on innovation by looking at different knowledge and contributions that are rapidly growing in this area.

Social implications

The central idea this work puts forward is that after some decades of separation, there is a need to move towards an increasing convergence of economics, business and service based on the milestones of innovation systems, innovation networks, and innovation ecosystems thoughts.

Originality/value

This research sheds light on the different ways innovation, in multi-actor and the interconnected setting, is theoretically framed and described. By capturing established thinking in different innovation perspectives, the paper provides an integrated framework to making sense of the full picture of economies and societies seen as complex networks and systems of service systems.

Details

Journal of Service Theory and Practice, vol. 27 no. 5
Type: Research Article
ISSN: 2055-6225

Keywords

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