ORCID Profile
0000-0002-9926-3518
Current Organisations
University of Stavanger
,
University West
,
Griffith University Arts Education and Law
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Education Systems | Other Education | Curriculum Studies Not Elsewhere Classified | Education Studies Not Elsewhere Classified | Vocational Education and Training Curriculum and Pedagogy | Technical, Further and Workplace Education | Nursing | Aged Care Nursing | Learning, Memory, Cognition And Language | Clinical Nursing: Secondary (Acute Care) | Education not elsewhere classified | Continuing and Community Education | Human Resources Management | Curriculum and Pedagogy | Specialist Studies in Education | Social And Cultural Geography | Social Change | Educational Policy, Administration And Management | Education Systems not elsewhere classified
ANZSRC Socio-Economic Objective (SEO)
Continuing education | Occupational training | Workforce Transition and Employment | Vocational education and training | Education and training not elsewhere classified | Learner and Learning not elsewhere classified | Organised sports | Education and Training Systems not elsewhere classified | Education and Training Theory and Methodology | Changing work patterns | Air Force | Nursing | Secondary education | Education and Training Systems Policies and Development | Education policy | Other social development and community services | Air Passenger Transport |
Related Links
Publications
Transitioning to effective medical practice: Junior doctors' learning through co-working with pharmacists
Publisher: Springer International Publishing
Date: 2017
Learning in and Through Work: Positioning the Individual
Publisher: Springer International Publishing
Date: 2022
Towards a Model of Workplace Learning: The Learning Curriculum
Publisher: Informa UK Limited
Date: 1996
The educational worth of post-practicum processes and contributions and in prospect
Publisher: Springer International Publishing
Date: 2020
Outcomes of a clinical partnership model for undergraduate nursing students
Publisher: Informa UK Limited
Date: 08-2011
DOI: 10.5172/CONU.2011.39.1.119
Abstract: Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate. A mixed method approach was utilized comprising in idual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops. Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'. A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables in iduals to participate and engage in workplace activities which are a central component of their learning.
Learning manual handling without direct supervision or support: a case study of home care workers
Publisher: Informa UK Limited
Date: 10-08-2017
Situating Learning in the Workplace: Having Another Look at Apprenticeships
Publisher: Emerald
Date: 12-1994
DOI: 10.1108/00197859410073745
Abstract: Examines the acquisition of vocational skills through apprenticeship‐type situated learning. Presents findings from studies of skilled workers revealing that learning processes that were consonant with the apprenticeship model of learning were highly valued as a means of acquiring and maintaining vocational skills. Supported by current research and theorizing, describes some conditions by which situated learning through apprenticeship can be utilized to develop vocational skills. These conditixons include the nature of the activities learners engage in, the agency of the learning environment and mentoring role of experts. Addresses conditions which may inhibit the effectiveness of an apprenticeship approach to learning. Concludes by suggesting that situated approaches to learning, such as the apprenticeship model, may address problems of access to effective vocational skill development within the workforces.
Learning in the circumstances of practice
Publisher: Informa UK Limited
Date: 14-04-2014
A critical focus on family-school-community partnerships: St jude's secondary college transition program for 'at-risk' students
Publisher: Springer Netherlands
Date: 2012
The impact of interrupted schooling: Recent School leavers’ accounts of transitions
Publisher: Springer Netherlands
Date: 2012
Towards a theory of workplace learning
Publisher: Informa UK Limited
Date: 1992
Sharing Stories and Building Resilience: Student Preferences and Processes of Post-practicum Interventions
Publisher: Springer International Publishing
Date: 2019
Augmenting post-practicum experiences: Purposes and practices
Publisher: Springer International Publishing
Date: 2019
The motivations to nurse: an exploration of factors amongst undergraduate students, registered nurses and nurse managers
Publisher: Hindawi Limited
Date: 04-2009
DOI: 10.1111/J.1365-2834.2008.00945.X
Abstract: To identify what motivates in iduals to engage in a nursing career. Recruitment and retention of nurses is a worldwide concern that is associated with several compounding factors, primarily the high attrition of its new graduates and an ageing workforce. Given these factors, it is necessary to understand why in iduals choose to nurse, what keeps them engaged in nursing, and in what ways healthcare systems can support career development and retention. This paper presents initial interview data from a longitudinal multi method study with 29 undergraduate student nurses, 25 registered nurses (RNs), six Nurse Unit Managers (NUMs) and four Directors of Nursing (DoNs) from four hospitals across a healthcare organization in Australia. Thematic analysis yielded four key themes that were common to all participants: (1) a desire to help, (2) caring, (3) sense of achievement and (4) self-validation. These themes represented in iduals' motivation to enter nursing and sustain them in their careers as either nurses or managers. Managers need to be cognisant of nurses underlying values and motivators in addressing recruitment and retention issues. Strategies need to be considered at both unit and organizational levels to ensure that the 'desire to care' does not become lost.
Using Learning Circles to Develop Intersubjectivity
Publisher: Springer International Publishing
Date: 2019
Elaborating the Relations Amongst Workers’ Learning, Innovations and Well-Being
Publisher: Springer Science and Business Media LLC
Date: 11-10-2023
Transitions to working life: securing professional competence
Publisher: Springer Netherlands
Date: 2014
Supervisory knowing in practice across medical specialities
Publisher: Springer Science and Business Media LLC
Date: 13-06-2023
DOI: 10.1007/S10459-023-10251-W
Abstract: Clinical supervisors play key roles in facilitating trainee learning. Yet combining that role with patient care complicates both roles. So, we need to know how both roles can effectively co-occur. When facilitating their trainees’ learning through practice, supervisors draw on their skills - clinical and supervisory - and available opportunities in their practice. This process can be conceptualised as supervisory knowing in practice (or contextual knowing) and offers ways to elaborate on how facilitating trainees’ learning can be optimised. The practice-based study presented and discussed here examined clinical supervisors’ knowing in practice related to facilitating trainee learning, across three medical specialities. Nineteen clinical supervisors from emergency medicine, internal medicine and surgery, were interviewed about their roles and engagement with trainees. Interview transcripts were analysed in two stages. Firstly, a framework analysis, informed by interdependent learning theory was conducted, focussing on affordances and in idual engagement. Secondly, drawing on practice theory, a further layer of analysis was undertaken interrogating supervisors’ knowing in practice. We identified two common domains of supervisor practice used to facilitate trainee learning: (1) orientating and assessing trainees’ readiness (or capabilities), (2) sequencing and enriching pedagogic practices. Yet across the speciality groups the supervisors’ knowing in practice differed and were shaped by a trio of: (i) disciplinary practices, (ii) situational requirements and (iii) clinician preference. Overall, we offer a new reading of clinical supervision as practice differences generated distinct supervisory knowing in practice. These findings emphasise clinical supervision as fundamentally entwined in the speciality’s practice and reinforce alignments with patient care.
The kinds and character of changes adults negotiate across worklife transitions
Publisher: Informa UK Limited
Date: 02-11-2021
The personal curriculum: conceptions, intentions and enactments of learning across working life
Publisher: Informa UK Limited
Date: 22-08-2023
Changing attitudes about online continuing education and training: A Singapore case study
Publisher: SAGE Publications
Date: 23-03-2023
DOI: 10.1177/14779714221084346
Abstract: The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore.
Informing and Advising the Zones of Influence Shaping Young People’s Decision-Making About Post-School Pathways (Phase 3)
Publisher: Springer International Publishing
Date: 2022
Learning through structured peer discussion: An observational study
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.NEDT.2019.08.015
Abstract: Clinical experiences are an essential foundation of nursing education. While there have been many significant investigations into models of clinical education and student learning, how students 'make sense' of their experiences is less well investigated. Senior nursing staff in a tertiary health service partnered with nurse researchers to explore how students can learn more about practice through structured discussions with peers to promote shared understandings. The study aimed to evaluate the contributions to student learning from structured peer discussions about patient care. Exploratory observational study of the effects of learning circle discussions on in idual understanding of patient care. A metropolitan health service in southeast Queensland, Australia. 72 Bachelor of Nursing students in Years 2 and 3. Students developed concept maps about patient care prior to peer discussions, and subsequently added further concepts (in another colour of text) after those discussions. Researchers' review of student generated concept maps and coded concepts indicated a five a priori ways of knowing categories: empirical, aesthetic, ethical, personal and socio-political. Descriptive analysis of categories was then conducted. Empirical knowing was high in both groups, with more concepts included in Year 3 student maps. Aesthetic knowing was relatively high in both groups. Socio-political knowing was lower than anticipated overall. Personal and ethical forms of knowing were rarely included on the concept maps. While clinical placement is valued for developing empirical and aesthetic forms of knowing, the other forms of knowing have value for patient and family care and warrant strategies to improve their further development. Developing strategies to support student learning of ethical and personal forms of knowing deserves further investigation.
Relational Interdependence Between Social and Individual Agency in Work and Working Life
Publisher: Informa UK Limited
Date: 02-2006
The discursive (re)positioning of older workers in Australian recruitment policy reform:An exemplary analysis of written and visual narratives
Publisher: Emerald
Date: 28-10-2012
Investigating Learning for Employability: Method and Procedures
Publisher: Springer Nature Singapore
Date: 2023
The Imperatives of and for Worklife Learning: A Review
Publisher: Springer Nature Singapore
Date: 2023
Shaping young people’s decisions about post-school pathways: societal sentiments versus informed perspectives
Publisher: Informa UK Limited
Date: 09-2021
Policies and Practices for Sustaining Employability Through Worklife Learning
Publisher: Springer Nature Singapore
Date: 2023
Adults’ Worklife Learning
Publisher: Springer Nature Singapore
Date: 2023
Enhancing the standing of vocational education and the occupations it serves: Australia
Publisher: Informa UK Limited
Date: 02-04-2020
Collaborative working and contested practices: Forming, developing and sustaining social partnerships in education
Publisher: Informa UK Limited
Date: 11-2007
Learning Across Working Life: Educative Experiences
Publisher: Springer Nature Singapore
Date: 2023
Worklife Transitions: An Australian Investigation
Publisher: Springer Nature Singapore
Date: 2023
Investigating Enhancing the Standing of Vocational Education and the Occupation it Serves: Purposes, Processes and Phases
Publisher: Springer International Publishing
Date: 2022
A Learning practice: Conceptualising professional lifelong learning for the health-care sector
Publisher: Routledge
Date: 11-09-2012
Influences on post-school decision-making: Perspectives of school students, parents, teachers (Phase 1)
Publisher: Springer International Publishing
Date: 2022
Emerging Perspectives of Workplace Learning
Publisher: BRILL
Date: 2006
Surveys of Students, Parents and Teachers (Phase 2)
Publisher: Springer International Publishing
Date: 2022
Vocational Education
Publisher: Oxford University Press
Date: 18-07-2022
DOI: 10.1093/ACREFORE/9780190264093.013.1739
Abstract: This chapter aims to discuss what constitutes the project of vocational education through the elaboration of its key purposes. Although taking many and erse institutional forms, and being perhaps the least unitary of educational sectors, vocational education stands as a distinct and long-standing educational provision premised on its own specific set of purposes. It has long been central to generating the occupational capacities that societies, communities, and workplaces need, contributing to in iduals’ initial and ongoing occupational advancement and their sense of selves as working age adults. It also has the potential to be, and often is, the most inclusive of educational sectors by virtue of engaging the widest range of learners within its programs and institutions. Yet, because its manifestations are shaped by country-specific institutional arrangements and historical developments, it defies attempts to easily and crisply define or capture the singularity of its purposes, forms, and contributions. In some countries it is a distinct educational sector, quite separate from both schools and universities. This can include having industry-experienced teachers. In others, it is mainly enacted in high schools in the form of a broadly based technology education, mainly intended for students not progressing educationally beyond schooling, which promotes and reinforces its low standing. In others again, it comprises in postsecondary institutions that combine general and occupational education. These distinctions, such as being either more or less general or occupational educational provision, also change across time as policy imperatives arise and decline. Much of vocational education provisions are associated with initial occupational preparation, but some are also seen more generally as preparation for engaging in working life, and then others have focuses on continuing education and training and employability across working lives. Sometimes it is enacted wholly within educational institutions, but others can include, and even largely comprise, experiences in workplaces. So, whereas the institutions and provisions of primary, secondary, and university education have relatively common characteristics and profiles, this is far less the case with what is labeled vocational education. Indeed, because of the ersity of its forms and purposes, it is often the least distinguishable of the educational sectors within and across countries. In seeking to advance what constitutes vocational education, the approach adopted here is to focus on its four key educational purposes. These comprise of (a) preparation for the world of work, (b) identifying a preferred occupation, (c) occupational preparation, and (d) ongoing development across working life.
How Australian Small Business Operators Learned about the Goods and Services Tax
Publisher: Informa UK Limited
Date: 2006
DOI: 10.5172/SER.14.2.59
Developing Domains of Occupational Competence: Workplaces and Learner Agency
Publisher: Springer International Publishing
Date: 09-09-2016
Work, change and workers
Publisher: Kluwer Academic Publishers
Date: 2006
Mechanisms for enhancing employer investment in training: a comparative perspective
Publisher: Informa UK Limited
Date: 03-2006
The standing of vocational education: Sources of its societal esteem and implications for its enactment
Publisher: Informa UK Limited
Date: 16-12-2014
Lifelong learning and self: Work, subjectivity and learning
Publisher: Informa UK Limited
Date: 03-2010
Relevance of Workplace Learning in Enterprise Transformation: The Prospects for Singapore
Publisher: World Scientific Pub Co Pte Ltd
Date: 2023
Utilising pedagogically rich activities to meet emerging workplace learning challenges
Publisher: Routledge
Date: 10-01-2023
Identity as a Foundation for Human Resource Development
Publisher: Routledge
Date: 25-08-2017
Navigating social partnerships: Central agencies-local networks
Publisher: Informa UK Limited
Date: 2005
Curriculum and Pedagogic Principles and Practices for Implementing Post-practicum Interventions
Publisher: Springer International Publishing
Date: 2019
Preparing Nurses and Engaging Preceptors
Publisher: Springer Netherlands
Date: 2011
Promoting Professional Learning: Integrating Experiences in University and Practice Settings
Publisher: Springer Netherlands
Date: 2011
Integrating experiences in workplace and university settings: A conceptual perspective
Publisher: Springer Netherlands
Date: 2011
Researching transition experiences in Australian senior schooling
Publisher: Springer Netherlands
Date: 2012
Working effectively with clients who self-injure using a solution focused approach
Publisher: Elsevier BV
Date: 10-2008
DOI: 10.1016/J.IENJ.2008.05.007
Abstract: In Australia, the most common service used by self-injurers is the emergency department. Even though nurses are the key clinician available to such patients, nurses have usually received no special training to identify and address the needs of these clients. Building on the knowledge that emergency nurses feel ill-prepared, lack clear frameworks for practice and are thus vulnerable to subtle discourse tensions such as managing versus caring, and diagnosing versus understanding, an intervention was conducted and evaluated to enhance understanding and build proactive nursing skills. It was centred on a nursing philosophy known as solution focused nursing (SFN) - a model of care developed by author to orient care away from a deficit model. Deficit models tend to be reactive and centred on presenting problems. SFN is designed to move nurses' perspective towards a proactive, strengths orientation, the aim of which is to assist them to instill hope in the client and motivate him/her to take the next steps needed for change and recovery. Nurses in two Australian emergency departments completed questionnaires before and after participating in SFN training focused on working with complex clients who self-harm. A comparison group of nurses also completed questionnaires. Results indicated some benefits of the intervention there were improvements in participants' perception that nursing is strengths oriented and in nurses' satisfaction with their skills. Yet, there were no significant improvement in nurses' reports of their professional self-concept. There is merit in: broadening access to the intervention, so that more nurses in other contexts can learn a strengths model of care and apply it to their practice and extending the research to measure sustained learning outcomes and improvements to practice.
Innovations and learning at work
Publisher: Routledge
Date: 10-01-2023
Technology-Enhanced Professional Learning
Publisher: Routledge
Date: 30-10-2013
Worklife Learning: Personal, Educational, and Community Contributions
Publisher: Springer International Publishing
Date: 2023
The perils of confusing lifelong learning with lifelong education
Publisher: Informa UK Limited
Date: 07-2010
Vocational Education and the Individual
Publisher: John Wiley & Sons, Inc.
Date: 18-01-2019
Supporting Resident Research Learning in the Workplace: A Rapid Realist Review.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 11-2018
DOI: 10.1097/ACM.0000000000002416
Abstract: Residents are increasingly expected to engage in practice-based research however, engagement in research whilst also fulfilling clinical duties is often challenging. Evidence suggests that residents require specific developmental experiences, along with clinical practice, to become effective researchers. The authors therefore conducted a rapid realist review to explore strategies and key mechanisms supporting effective resident research activities in clinical settings. They examined relationships amongst different clinical contexts, learning mechanisms, and research engagement outcomes to provide evidence-based, theory-informed recommendations for improving resident research engagement and extending understandings of workplace learning in health care settings. In 2015–2016, the authors used a rapid realist methodology informed by workplace learning theory to review international literature published between January 2005 and December 2015. The review drew upon sources from OVID Medline, ERIC, Embase, and AustHealth. The authors screened articles for eligibility using inclusion criteria and appraised articles using realist review quality criteria. The authors included 51 articles in the review. The review process identified three key mechanisms for effective integration and support of resident research engagement, as informed by workplace learning theory: (1) opportunities to engage in practice-informed research supported by longitudinal curricula, (2) guidance by clinician–researchers, and (3) assessing residents’ research readiness and promoting their intentionality for engagement. This review extends existing literature and informs workplace-based research engagement strategies for residents whilst demonstrating the applicability of workplace learning theory to improving residents’ research engagement. The authors propose a learning model to support effective resident research engagement through clinical practice.
Vocational Education in the Netherlands
Publisher: Springer International Publishing
Date: 2017
Learning through work: Workplace affordances and individual engagement
Publisher: Emerald
Date: 09-2001
Abstract: Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how in iduals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for in iduals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote in iduals’ engagement. However, this engagement remains dependent on the degree by which in iduals wish to engage purposefully in the workplace.
Experiences of school transitions: Policies, practice and participants
Publisher: Springer Netherlands
Date: 2012
Post-practicum Project: Its Educational Purposes, Importance, and Roles
Publisher: Springer International Publishing
Date: 2020
Using video‐reflexive ethnography to understand complexity and change practice
Publisher: Wiley
Date: 05-2020
DOI: 10.1111/MEDU.14156
Exercising self through working life: Learning, work and identity
Publisher: Springer Netherlands
Date: 2007
Learning about the world of work: Co-opting school students' paid work experiences
Publisher: Springer Science and Business Media LLC
Date: 04-2005
DOI: 10.1007/BF03216812
Integrating Practice-based Experiences into Higher Education
Publisher: Springer Netherlands
Date: 2015
Overcoming the paradox of employers' views about older workers
Publisher: Informa UK Limited
Date: 03-2011
Social partnerships: Practices, paradoxes and prospects of Local Learning networks
Publisher: Springer Science and Business Media LLC
Date: 04-2005
DOI: 10.1007/BF03216811
The Practices of Learning through Occupations
Publisher: Springer Netherlands
Date: 2010
Learning through practice
Publisher: Springer Netherlands
Date: 2010
Employee-Driven Innovations: Zones of Initiation, Enactment and Learning
Publisher: Springer Nature Singapore
Date: 29-11-2022
Work, Subjectivity and Learning
Publisher: Springer Netherlands
Date: 2006
Overview: The Technical and Vocational Education and Training Profession
Publisher: Springer Netherlands
Date: 2009
Personal Agency and Epistemology at Work
Publisher: Springer Netherlands
Date: 2006
Last resort employees: Older workers’ perceptions of workplace discrimination
Publisher: Informa UK Limited
Date: 09-2011
Theorising the Co-occurrence of Remaking Occupational Practices and Their Learning
Publisher: Springer Singapore
Date: 2017
Appropriation and Ontogeny: Identifying Compatibility Between Cognitive and Sociocultural Contributions to Adult Learning and Development
Publisher: Informa UK Limited
Date: 1998
Developing Occupational Expertise through Everyday Work Activities and Interactions
Publisher: Cambridge University Press
Date: 2018
Constructing Vocational Knowledge: situations and other social sources
Publisher: Informa UK Limited
Date: 10-1998
Learning Through Practice
Publisher: Springer Netherlands
Date: 2010
Learning in the workplace: Strategies for effective practice
Publisher: Routledge
Date: 16-07-2001
Recasting transfer as a socio-personal process of adaptable learning
Publisher: Elsevier BV
Date: 2013
Transforming Teachers’ Practice Through Action Learning
Publisher: Springer Netherlands
Date: 2009
The role of collaborative learning in resilience in healthcare—a thematic qualitative meta-synthesis of resilience narratives
Publisher: Springer Science and Business Media LLC
Date: 26-08-2022
DOI: 10.1186/S12913-022-08451-Y
Abstract: To provide high quality services in increasingly complex, constantly changing circumstances, healthcare organizations worldwide need a high level of resilience, to adapt and respond to challenges and changes at all system levels. For healthcare organizations to strengthen their resilience, a significant level of continuous learning is required. Given the interdependence required amongst healthcare professionals and stakeholders when providing healthcare, this learning needs to be collaborative, as a prerequisite to operationalizing resilience in healthcare. As particular elements of collaborative working, and learning are likely to promote resilience, there is a need to explore the underlying collaborative learning mechanisms and how and why collaborations occur during adaptations and responses. The aim of this study is to describe collaborative learning processes in relation to resilient healthcare based on an investigation of narratives developed from studies representing erse healthcare contexts and levels. The method used to develop understanding of collaborative learning across erse healthcare contexts and levels was to first conduct a narrative inquiry of a comprehensive dataset of published health services research studies. This resulted in 14 narratives (70 pages), synthesised from a total of 40 published articles and 6 PhD synopses. The narratives where then analysed using a thematic meta-synthesis approach. The results show that, across levels and contexts, healthcare professionals collaborate to respond and adapt to change, maintain processes and functions, and improve quality and safety. This collaboration comprises activities and interactions such as exchanging information, coordinating, negotiating, and aligning needs and developing buffers. The learning activities embedded in these collaborations are both activities of daily work, such as discussions, prioritizing and delegation of tasks, and intentional educational activities such as seminars or simulation activities. Based on these findings, we propose that the enactment of resilience in healthcare is dependent on these collaborations and learning processes, across different levels and contexts. A systems perspective of resilience demands collaboration and learning within and across all system levels. Creating space for reflection and awareness through activities of everyday work, could support in idual, team and organizational learning.
Shaping Young People’s Decision-Making About Post-School Pathways: Institutional and Personal Factors
Publisher: Springer International Publishing
Date: 2022
Improving the Standing of VET: Perspectives from Countries with Developing Economies
Publisher: Springer International Publishing
Date: 2022
Co-participation at work: Learning through work and throughout working lives
Publisher: Informa UK Limited
Date: 09-2004
Enhancing the Standing and Status of Vocational Education
Publisher: Springer International Publishing
Date: 2022
Learning through work: premises, conceptions and practices
Publisher: Elsevier
Date: 2022
Lifelong Learning
Publisher: Oxford University Press
Date: 20-06-2022
DOI: 10.1093/ACREFORE/9780190264093.013.1787
Abstract: The concepts of lifelong learning and lifelong education are related to but different from each other. A corrective is required, as public and governmental discourses often mention lifelong learning when referring to lifelong education and these distinct concepts are frequently conflated. It is important, therefore, to make clear delineations between them as they are not consonant, but distinct and interdependent. Lifelong learning is advanced as being a personal fact, that is, learning and development that arises from and is secured by in iduals through their experiencing in erse ways and through activities and interactions in distinct settings (e.g., workplaces, community, and educational) across their lives. Lifelong education is an institutional fact, that is, its goals, concepts, and experiences arise from and are projected by the social world. In schooled societies, experiences in educational institutions and programs are privileged and sometimes seen as encompassing all the worthwhile learning that can occur. However, what shapes and directs that learning is premised upon in iduals’ readiness (i.e., what they already know, can do, and value) and their mediation of what they experience. Also, what constitutes lifelong education needs extending beyond the provision of taught courses offered through educational institutions to include educative experiences far more broadly. That is, it should include the educative experiences afforded by the communities and work practices in which adults participate and should engage in the activities and interactions through which they learn. These include experiences in which adults engage interpersonally and those that are more distant and indirect, such as through engaging with text, social media, and other sources of information. So, both concepts are important, as is the interdependence between them. However, without clarity about their distinctiveness and elaboration of these two concepts, they may well remain misunderstood and limited in their explanatory power and their interdependencies not fully elaborated. Identifying these can enhance the utility in guiding the provisions of educative experiences required to support effective learning. Given the range of circumstances and means through which learning and development occurs across adults’ working lives, accounting for the range of educative experiences and how they can support and sustain that learning is important.
Personal epistemologies and older workers
Publisher: Informa UK Limited
Date: 05-2008
Gene amplification of 5-enol-pyruvylshikimate-3-phosphate synthase in glyphosate-resistant Kochia scoparia
Publisher: Springer Science and Business Media LLC
Date: 05-11-2014
DOI: 10.1007/S00425-014-2197-9
Abstract: Field-evolved resistance to the herbicide glyphosate is due to lification of one of two EPSPS alleles, increasing transcription and protein with no splice variants or effects on other pathway genes. The widely used herbicide glyphosate inhibits the shikimate pathway enzyme 5-enolpyruvylshikimate-3-phosphate synthase (EPSPS). Globally, the intensive use of glyphosate for weed control has selected for glyphosate resistance in 31 weed species. Populations of suspected glyphosate-resistant Kochia scoparia were collected from fields located in the US central Great Plains. Glyphosate dose response verified glyphosate resistance in nine populations. The mechanism of resistance to glyphosate was investigated using targeted sequencing, quantitative PCR, immunoblotting, and whole transcriptome de novo sequencing to characterize the sequence and expression of EPSPS. Sequence analysis showed no mutation of the EPSPS Pro106 codon in glyphosate-resistant K. scoparia, whereas EPSPS genomic copy number and transcript abundance were elevated three- to ten-fold in resistant in iduals relative to susceptible in iduals. Glyphosate-resistant in iduals with increased relative EPSPS copy numbers had consistently lower shikimate accumulation in leaf disks treated with 100 μM glyphosate and EPSPS protein levels were higher in glyphosate-resistant in iduals with increased gene copy number compared to glyphosate-susceptible in iduals. RNA sequence analysis revealed seven nucleotide positions with two different expressed alleles in glyphosate-susceptible reads. However, one nucleotide at the seven positions was predominant in glyphosate-resistant sequences, suggesting that only one of two EPSPS alleles was lified in glyphosate-resistant in iduals. No alternatively spliced EPSPS transcripts were detected. Expression of five other genes in the chorismate pathway was unaffected in glyphosate-resistant in iduals with increased EPSPS expression. These results indicate increased EPSPS expression is a mechanism for glyphosate resistance in these K. scoparia populations.
Enriching Higher Education Students' Learning through Post-work Placement Interventions
Publisher: Springer International Publishing
Date: 2020
Recognising and Certifying Workers' Knowledge: Policies, Frameworks and Practices in Prospect: Perspectives from Two Countries
Publisher: Springer Netherlands
Date: 2014
'I can actually talk to them now': Qualitative results of an educational intervention for emergency nurses caring for clients who self-injure
Publisher: Wiley
Date: 07-09-2009
DOI: 10.1111/J.1365-2702.2008.02540.X
Abstract: This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. A mixed method pretest-posttest group design was used. Nurses (n = 36) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses' capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care.
Transformations at work: Identity and learning
Publisher: Informa UK Limited
Date: 07-2004
Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning
Publisher: University of Otago Library
Date: 27-11-2017
Practice-based learning and professional education: Pursuing quality and sustainability
Publisher: SensePublishers
Date: 2012
From your business to our business: Industry and vocational education in Australia.
Publisher: Informa UK Limited
Date: 03-2004
Workplace mentors: Demands and benefits.
Publisher: Emerald
Date: 06-2003
DOI: 10.1108/13665620310468441
Abstract: As there is a growing interest in experienced workers mentoring co‐workers in workplace settings, it is necessary to understand its impact on those who are nominated as mentors. Here, data from eight mentors who participated in a year‐long trial of guided learning in a workplace are used to illuminate the demands upon and benefits for workplace mentors. In the study, all mentors noted the efficacy of guiding learning in the workplace. However, guiding the learning of others made considerable demands on these in iduals. Finding time for mentoring and the low level of support by management were reported as making the mentors’ work intense. Moreover, although workplace mentoring was found to have the capacity to improve learning, much of that improvement was centred on the mentors’ actions and energies. For some mentors, it was a worthwhile and enriching experience. For others, the demands were not adequately offset by benefits that they experience in assisting co‐workers to learn.
Learning vocational practice in relative social isolation: The epistemological and pedagogic practices of small-business operators
Publisher: Springer Netherlands
Date: 29-12-2011
Defining the demand side of VET: Industry, enterprises, individuals and regions
Publisher: Informa UK Limited
Date: 03-2000
Mimetic Learning at Work: Learning in the Circumstances of Practice
Publisher: Springer International Publishing
Date: 2014
Promoting, Assessing, Recognizing and Certifying Lifelong Learning
Publisher: Springer Netherlands
Date: 2014
Enriching medical trainees' learning through practice: A video reflexive ethnography study protocol
Publisher: BMJ
Date: 08-2019
DOI: 10.1136/BMJOPEN-2019-031577
Abstract: Supporting medical students’ and junior doctors’ development in busy clinical settings is challenging. As opportunities for developing trainees, for ex le, traditional bedside teaching, are decreasing, teaching outside of clinical practice is increasing. However, evidence suggests that effective learning through practice arises via an interplay between, first, what experiences are afforded by clinical settings and, second, how trainees engage with these affordances. Many studies investigating clinician learning through practice focus on only one of these two factors. Yet, a well-recognised methodological challenge of enabling learners to articulate how and what they are learning through practice exists. We need, therefore, to understand how this relationship plays out in practice in ways that enrich learning. This protocol describes a video reflexive ethnographic approach to illuminate how learning through practice in hospital settings occurs and can be enriched. The study will be conducted in two phases. In phase I, senior clinicians from emergency medicine, medicine and surgical specialties will be interviewed about how they guide trainees’ learning through practice. These forms of guidance, analysed using the framework method, will inform phase II comprising observations of practice in: (1) emergency, (2) medical and (3) surgical departments. Video recorded episodes of clinicians’ guiding learning through practice will be shared and appraised in reflexive sessions with each clinical team. Relational interdependent learning theory informs the design and data analyses to elicit and evaluate strategies for guiding learning through practice. Ethical approval has been received from both healthcare and university settings. The findings should provide important insights for clinicians about workplace learning practices. Findings will be disseminated across the project phases and to erse audiences—locally, nationally and internationally. The dissemination strategy will use seminars, grand rounds, conference presentations and academic papers to articulate practical, theoretical and methodological findings.
Supporting Learning Across Working Life: Models, Processes and Practices
Publisher: Springer International Publishing
Date: 2016
Ontogeny and Participation in Communities of Practice: A Socio-cognitive View of Adult Development
Publisher: Informa UK Limited
Date: 04-1998
Series editors’ foreword
Publisher: DE GRUYTER SAUR
Date: 31-12-2018
Utilizing pedagogically rich work activities to promote professional learning
Publisher: OpenEdition
Date: 25-11-2020
Key contributing factors to learning through debriefings: commercial aviation pilots’ perspectives
Publisher: Informa UK Limited
Date: 04-05-2018
Recognition of learning through work
Publisher: Springer Netherlands
Date: 2005
Agentic behaviour at work: Crafting learning experiences
Publisher: Springer Netherlands
Date: 2014
Learning throughout working life: Interdependencies at work.
Publisher: Informa UK Limited
Date: 05-2001
Learning through health care work: premises, contributions and practices
Publisher: Wiley
Date: 23-12-2016
DOI: 10.1111/MEDU.12848
Abstract: Learning through work has long been important for the development of health care workers' occupational competence. However, to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed. Optimising the experiences health care workplaces provide, augmenting their potential for learning and promoting workers' engagement with them can, together, improve workers' ability to respond to future occupational challenges. Importantly, such considerations can be used to understand and appraise workplaces as learning environments. Here, the concepts of practice curricula and pedagogies, and workers' personal epistemologies (i.e. what in iduals know, can do and value) are described and advanced as practical bases for optimising learning in and for health care workplaces now and for the future. Such bases seem salient given the growing emphasis on practice-based provisions for the initial preparation and on-going professional development of health care workers' capacities to be effective in their practice, and responsive to occupational innovations that need to be generated and enacted through practice.
Mediating learning at work: Personal mediations of social and brute facts
Publisher: Springer Netherlands
Date: 2014
Intuitive expertise: Theories and empirical evidence
Publisher: Elsevier BV
Date: 06-2013
Learning through Writing: Mimetic Processes in Action
Publisher: BRILL
Date: 2016
Effects of age, gender and occupation on perceived workplace learning support
Publisher: Informa UK Limited
Date: 02-01-2015
Lost in translation: barriers to learning in health professional clinical education
Publisher: Wiley
Date: 18-11-2009
Forging an Innovation Mindset
Publisher: Routledge
Date: 15-05-2023
Writing for Professional Development: An Introduction
Publisher: BRILL
Date: 2016
Improving quality in clinical placement studies in nursing homes (QUALinCLINstud): the study protocol of a participatory mixed-methods multiple case study design
Publisher: BMJ
Date: 10-2020
DOI: 10.1136/BMJOPEN-2020-040491
Abstract: Improved quality in clinical supervision and assessment of student nurses in nursing home clinical placements is vitally important to effective recruitment and preparation for this healthcare sector. Knowledge regarding supervision and assessment practices within these settings is limited. Also, knowledge of evolving e-learning tools on the quality and effectiveness of these educational practices seems to be absent. The aim of the “Improving quality in clinical placement studies in nursing homes” (QUALinCLINstud) study is to develop and evaluate how a web-based programme can optimise supervision, assessment and learning during nursing home placements. The study applies a participatory, mixed-methods case study design, organised in four work packages (WPs). WP1 will explore how the nurse education institution address the quality of student nurses’ clinical placements in nursing homes. In WP2, clinical supervision and assessment practices will be explored, and described from multiple stakeholder perspectives. In WP3, based on the findings from WP1 and WP2, a web-based pedagogical supervision and assessment programme will be developed through a developmental co-productive process between nurse education institutions, practice settings and student nurses. In WP4, the web-based programme will be pilot-tested and evaluated through a mixed-methods approach. A range of data collection procedures will be used throughout the project, for ex le, questionnaires, interviews, observations and workshops. The ethical conduct of the study is approved by the Norwegian Centre for Research Data (2018/61309 and 489776). The results will be disseminated through scientific articles, three PhD theses, presentations at national and international conferences, and through publicly accessible trade journals and newspapers. The results will generate knowledge to inform supervision and assessment practices in nursing home placements. Moreover, the study will generate knowledge concerning the developmental process of a web-based supervision and assessment programme, and the value of e-learning tools applied in clinical nursing education.
Socio-personal premises for selecting and securing an occupation as vocation
Publisher: Informa UK Limited
Date: 03-2010
Vocational Learning: Contributions of Workplaces and Educational Institutions
Publisher: Springer Netherlands
Date: 2009
Student Readiness and the Integration of Experiences in Practice and Education Settings
Publisher: Springer Singapore
Date: 2018
Learning throughout working life: A relational interdependence between personal and social agency
Publisher: Informa UK Limited
Date: 03-2008
Vocational Education: Purposes, Traditions and Prospects
Publisher: Springer Netherlands
Date: 2011
Relational interdependence as a means to examine work, learning and the (re)making of work as cultural practices
Publisher: BRILL
Date: 2008
Integrating Professional Learning Experiences Across University and Practice Settings
Publisher: Springer Netherlands
Date: 2014
Writing for Professional Development
Publisher: BRILL
Date: 2016
Knowledge and Learning at the Workplace in Times of Digital Transformation
Publisher: Springer International Publishing
Date: 2023
Knowing in practice: Re-conceptualising vocational expertise
Publisher: Elsevier BV
Date: 12-2001
Valued learning experiences of early career and experienced high-performance coaches
Publisher: Informa UK Limited
Date: 14-04-2016
Lifelong and worklife learning
Publisher: Springer US
Date: 2012
Constructing Vocational Knowledge: history, communities and ontogeny
Publisher: Informa UK Limited
Date: 1996
Sustaining and transforming the practice of communities: developing professionals’ working practices
Publisher: Springer International Publishing
Date: 2016
Towards a mature provision of vocational education
Publisher: Informa UK Limited
Date: 08-2013
Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study
Publisher: Elsevier BV
Date: 10-2021
Supporting worklife learning at work to sustain employability
Publisher: Wiley
Date: 02-11-2023
DOI: 10.1111/IJTD.12288
Abstract: The concept of employability extends beyond initial occupational preparation into the ability to remain employable as, inevitably, occupational capacities and workplace requirements change frequently across working lives. Hence, the need to continually learn to remain occupationally current and respond to changing workplace requirements becomes paramount. The evidence suggests that much of that learning arises through in idual efforts and the support of co‐workers through work activities. So, there is a need to understand how that learning can be supported to sustain employability across lengthening working lives. Drawing on an Australian study, reported here are perspectives from managers and workers in erse workplaces about current modes of continuing education and training and about how workers are assisted with their learning to meet personal needs and qthose of employers. Employers want an occupationally current workforce that can meet specific workplace needs workers want the capacities to remain employable, which may extend to advancing their careers elsewhere. The data indicate differences in perceptions about what is being provided, how frequently the provisions are used, and the worth of its certification. Whilst the findings indicate shared concerns about the importance of learning, there were clear differences in views about the models and processes used to support that learning. Across both sets of informants can be seen distinctions between ‘training solutions’ and ‘learning solutions’. A more nuanced analysis suggests that the training solution is appropriate and effective at some point in workers' worklife trajectories but in other circumstances, learning through practice is proposed as being more efficacious.
Apprenticeship as a mode of learning and model of education
Publisher: Emerald
Date: 11-07-2016
Abstract: – Apprenticeships are now usually seen as a model of education focused on occupational preparation, albeit manifested in different ways across nation states. However, throughout human history, the majority of occupational preparation has been premised upon apprenticeship as a mode of learning. That is, a preparation arising mainly through apprentices’ active and interdependent engagement in their work, rather than being taught or directly guided by more experienced practitioners. The paper aims to discuss these issues. – A review of literature. – A way of considering apprenticeship as a mode of learning as well as a model of education. – Three elements of considering and supporting apprenticeship as a mode of learning. – Practice curriculum, practice pedagogies and personal epistemology. – A way of considering apprenticeship as a mode of learning as well as a model of education. – A way of considering apprenticeship as a mode of learning as well as a model of education.
Conceptualizing Learning Across Working Life, Provisions of Support and Purposes
Publisher: Springer International Publishing
Date: 2016
Workplace participatory practices: Conceptualising workplaces as learning environments
Publisher: Emerald
Date: 09-2004
DOI: 10.1108/13665620410550295
Abstract: Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the in idual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge‐use, roles and processes – essentially as a question of the learner's participation in situated work activities.
Towards a workplace pedagogy: Guidance, participation and engagement
Publisher: SAGE Publications
Date: 11-2002
Abstract: This article proposes bases for a workplace pedagogy. Planes of intentional guidance and sequenced access to workplace activities represent some key workplace pedagogic practices. Guidance by others, situations, and artifacts are central to learning through work because the knowledge to be learned is historically, culturally, and situationally constituted. However, the quality of learning through these planes of activities and guidance is ultimately premised on the workplace’s participatory practices, which shape and distribute the activities and support the workplace affordance workers and fromwhich they learn. Situational and political processes underpin these workplace affordances. Yet participatory practices are reciprocally constructed because in iduals elect how to engage in and learn from what workplaces afford them. A workplace pedagogy is founded in these coparticipatory practices and needs to account for how workplaces invite access to activities and guidance and how in iduals elect to participate in what the workplace affords.
Interns??? Participation and Learning in Clinical Environments in a New Zealand Hospital
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 03-2005
DOI: 10.1097/00001888-200503000-00022
Abstract: To explore factors that encourage interns to participate actively within clinical rotations. Encouraging their participation in workplace interactions and activities during their clinical rotations is central to effective development of clinical practice. In 2002-03, in idual interviews and a focus group were conducted to gather data about interns' experiences in clinical rotations within a New Zealand hospital setting. A model for planning and organizing clinical learning was drafted and refined by iteration with other learners and more experienced peers. The findings resulted in a model for participation in clinical settings where two critical components were identified: the tasks of patient care and engagement with the clinical team. These two components are further ided into two aspects: initiation and maintenance. The outcome of all four factors working well is a reinforcing cycle of activities that promote and encourage effective participation and learning. This model could provide a framework and best-practice guide that could be used for faculty development and thereby allow both supervisors and learners to gain confidence and satisfaction.
Vocational educators: Understanding practice at work.
Publisher: Springer Netherlands
Date: 2001
Key Findings About Integrating Experiences
Publisher: Springer Netherlands
Date: 2015
Learning and Teaching Projects
Publisher: Springer Netherlands
Date: 2015
Efficiency improvement of semi-bridgeless phase-shifted boost converter with power factor correction in energy storage system
Publisher: IEEE
Date: 02-2014
Pedagogic Practices Supporting the Integration of Experiences
Publisher: Springer Netherlands
Date: 2015
Curriculum Considerations: The Integration of Experiences
Publisher: Springer Netherlands
Date: 2015
Workplace pedagogic practices: Co-participation and learning
Publisher: Informa UK Limited
Date: 12-2002
Developing Students’ Personal Epistemologies
Publisher: Springer Netherlands
Date: 2015
Searching for Authenticity: A Socio-cultural Perspective of Vocational Skill Development
Publisher: Informa UK Limited
Date: 1994
Securing intersubjectivity through interprofessional workplace learning experiences
Publisher: Informa UK Limited
Date: 26-02-2014
DOI: 10.3109/13561820.2014.890580
Abstract: Effective interprofessional work is premised on high levels of shared understandings (i.e. intersubjectivity) among those who are co-working. In particular, when quick or seemingly spontaneous responses are required for urgent or immediate action, what is termed as "shared intuition" is highly desirable. Much of the required intersubjectivity can arise ordinarily through everyday healthcare collaborations, such as through joint problem-solving. Yet, a concern is how best to develop these capacities in circumstances when co-working is temporary, fleeting and partial, and also when the goals to be achieved are ambiguous and uncertain, and the processes indeterminate. To achieve the kinds and levels of intersubjectivity required for these non-routine forms of care and intermittent interprofessional working, therefore, likely requires particular curriculum and pedagogic interventions within practice settings. These interventions may be used to shape the organisation and sequencing of experiences for interprofessional work through which can arise a foundation of shared understanding of concepts, procedures and values. Yet, to assist the articulation, sharing, appraising and elaborating shared disciplinary and personal-professional positions, values and procedures, specific pedagogic interventions may also be required, albeit their exercise being embedded in co-working practices in healthcare work activities.
Workplace Learning Frameworks
Publisher: Elsevier
Date: 2010
Mimetic learning at work: Learning through and across professional working lives
Publisher: Springer Netherlands
Date: 2014
Politics of social partnerships: A framework for theorizing
Publisher: Informa UK Limited
Date: 03-2004
Graduates’ perspectives on effective continuing education and training: participation, access and engagement
Publisher: Informa UK Limited
Date: 27-02-2022
Indigenous Australian Peoples and Work: Examining Worklife Histories.
Publisher: Springer Nature Singapore
Date: 2023
Enhancing student nurses’ clinical education in aged care homes: a qualitative study of challenges perceived by faculty staff
Publisher: Springer Science and Business Media LLC
Date: 26-06-2021
DOI: 10.1186/S12912-021-00632-0
Abstract: Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs ( n = 4), course leaders ( n = 6) and practice coordinators ( n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Five themes were identified regarding the perceived challenges to implementing effective clinical education in aged care homes: (1) low staffing levels of registered nurses limit the capacity to effectively host students (2) prevalence of part-time teachers can compromise the quality of students’ learning experiences (3) tensions about the required qualifications and competencies of nurse teachers (4) variation in learning assessments and (5) lack of quality assurance. These challenges signal key areas to be addressed in quality assurance for effective aged care placements. Further research into the minimum staffing levels required to support student learning in the aged care setting is required. Methods for developing shared practices to facilitate learning in aged care homes need to address the prevalence of part-time teaching appointments. Further research into the levels of qualification and competence required to support student learning in aged care facilities can assist with setting standards for this sector. Finally, academic-practice institutions must engage with government officials and national nursing bodies to develop national standards for clinical education in aged care homes.
The Continuity of Care Experience and Reflective Writing: Enhancing Post-Practicum Learning for Midwifery Students
Publisher: Springer International Publishing
Date: 2019
Structuring Knowledge Through Authentic Activities
Publisher: Griffith University
Date: 1995
DOI: 10.25904/1912/3642
Workplace Competence: integrating social and personal perspectives
Publisher: Springer Netherlands
Date: 2009
Mimesis: learning through everyday activities and interactions at work
Publisher: SAGE Publications
Date: 07-09-2014
Abstract: This article proposes that human resource development (HRD) practitioners need to reconsider the potential of workers’ learning through every activities and interactions at work. It holds that the majority of learning across working lives likely occurs outside of being mentored, taught, or guided through training programs by others (e.g., teachers or experienced coworkers etc.) and their predetermined intentions for what is to be learnt. Yet, many, and perhaps most, explanatory and procedural accounts emphasize these kinds of intentional interventions by others (e.g., educational and training programs), more than workers’ actions as learners in and through their everyday work activities and interactions. Therefore, it seems important for HRD that these everyday learning processes be understood more fully. Here, an account is advanced of how workers’ learning through everyday work activities and interactions, both remote from and when engaged with others, arises through mimetic processes (i.e., observation, imitation, and action).
Purposes of Higher Education: Contemporary and Perennial Emphases
Publisher: Springer Netherlands
Date: 2015
Employee-Driven Innovation
Publisher: Palgrave Macmillan UK
Date: 2012
Integrating Practice-Based Experiences with Higher Education
Publisher: Springer Netherlands
Date: 2015
Conceptions of Integrating Students’ Experiences
Publisher: Springer Netherlands
Date: 2015
Developing Learning Professionals: integrating experiences in university and practice settings
Publisher: Springer Netherlands
Date: 2011
Educational Purposes of Integrating Experiences in Practice and University Settings
Publisher: Springer Netherlands
Date: 2015
Compliance, engagement and commitment: Increasing employer expenditure in training.
Publisher: Informa UK Limited
Date: 09-2003
Realising the educational worth of integrating work experiences in higher education
Publisher: Informa UK Limited
Date: 11-2008
An Introduction to Francophone perspectives of learning through work
Publisher: Springer International Publishing
Date: 2015
Conceptualising and connecting Francophone perspectives on learning through and for work
Publisher: Springer International Publishing
Date: 2015
Employers’ perspectives of effective continuing education and training in Singapore
Publisher: Emerald
Date: 03-01-2023
DOI: 10.1108/HESWBL-05-2022-0115
Abstract: Employers often claim that the lack of employee competence is a limitation in their enterprises’ success and viability. Consequently, employers are important stakeholders in considerations for workforce continuing education and training (CET) policies and practices. Hence, the authors undertook an exploratory investigation to understand how employers perceive provisions of CET offered through tertiary education institutions and how they might be improved. Overall, 40 employers from a range of industry sectors in Singapore were surveyed and interviewed about effective CET for their employees. These employers reported preferring one-on-one training in the workplace and being willing to invest in their employees’ training so long employees remained committed to their companies. They value online education, but prefer that it is combined with workplace or face-to-face learning experiences. They proposed effective CET trainers as those with relevant industry knowledge and teaching skills and effective CET learners as those who were self-motivated, goal oriented and open-minded. A study of such nature that focusses on the perspectives of employers, as opposed to employees and educators, has not been undertaken before in Singapore. Given Singapore’s increasing emphasis on lifelong learning and the workplace as a vital site for that learning, the lessons learnt here transcend national boundaries and may serve as a useful reference for other countries that seek to provide inclusive and equitable quality education and lifelong learning for all.
Mature age 'white collar' workers' training and employability
Publisher: Informa UK Limited
Date: 04-2012
Vocational education and training, culture and self: Dominant interests, diverse traditions and vocational education in globalised times
Publisher: Peter Lang CH
Date: 2012
Barriers and enablers to embedding fundamental nursing care for older patients—Implications of a mixed methods study for nursing leadership
Publisher: Wiley
Date: 14-03-2022
DOI: 10.1111/JAN.15194
Abstract: To understand the enablers and barriers for delivering fundamental care to hospitalized older patients. Explanatory sequential mixed methods design, with qualitative data used to elaborate quantitative results. Set in one medical and one surgical unit of a tertiary hospital in southeast Queensland, Australia. Observations of nursing practice using the Work S ling Technique were conducted over two 2‐week periods in 2019. Data were analyzed and presented to groups of nurses who appraised the findings of the observations. There were 1176 and 1278 observations of care in the medical unit over two time periods and 1380 and 1398 observations over the same period in the surgical unit. Fundamental care activities were recorded in approximately 26% (i.e. medical) and 22% (i.e. surgical) of all observations. Indirect care was highest, recorded in 41% (i.e. medical) and 43% (i.e. surgical) of observations. Nurses prioritized the completion of reportable activities, which is perceived as a potential enabler of fundamental care. Potential barriers to fundamental care included frequent delays in indirect care and difficulty balancing care requirements across a group of patients when patients have high fundamental care needs. The cultural acceptance of missed nursing care has the potential to erode public confidence in health systems, where assistance with fundamental care is expected. Relational styles of nurse leadership should focus on: (1) making fundamental care important work in the nurses’ scope thereby offering an opportunity for organizational change, (2) promoting education, demonstrating the serious implications of missed fundamental care for older patients and (3) investigating work interruptions. Fundamental care is necessary to arrest the risk of functional decline and associated hospital‐acquired complications in older patients. However, nurses commonly report fundamental care as missed or omitted care. Understanding the challenges of implementing fundamental care can assist in the development of nurse leadership strategies to improve older patients’ care. Fundamental care was observed between 22% (i.e. surgical) and 26% (i.e. medical) of all observations. Nurses explained that they were focused on prioritizing and completing reported activities, experienced frequent delays when delivering indirect care and found balancing care requirements across groups of patients more challenging when patients had fundamental care needs. Clinical nurses working in acute health services with increasing populations of older patients can lead improvements to fundamental care provision through relational leadership styles to demonstrate how this work is in nurses’ scope of practice, promote education about the serious implications of missed fundamental care and investigate the root cause of work interruptions.
Workplace Learning: Its potential and Limitations
Publisher: Emerald
Date: 07-1995
DOI: 10.1108/00400919510089103
Abstract: The workplace is now commonly used as a setting for acquiring vocational knowledge. This situated approach to learning offers access to authentic vocational activities and the guidance of more expert others. However, questions about the effectiveness of workplace learning processes need to be addressed. These questions are central to the evaluation and improvement of learning arrangements which aim to develop vocational skills. Draws on the findings of three recent studies of workplace learning conducted in Queensland, Australia, in order to address questions about the efficacy of workplace learning. Uses these studies to understand further potential and limitations of these learning arrangements.
Learning through work: Exploring instances of relational interdependencies
Publisher: Elsevier BV
Date: 2008
Practice-based Learning in Higher Education: Jostling Cultures
Publisher: Springer Netherlands
Date: 2015
Conceptualising Lifelong Learning in Contemporary Times
Publisher: Springer Netherlands
Date: 2014
Promoting and Recognising Lifelong Learning: Introduction
Publisher: Springer Netherlands
Date: 2014
The workplace as learning environment: Introduction
Publisher: Elsevier BV
Date: 2008
Authenticity in learning activities and settings
Publisher: Springer US
Date: 2012
Errors and learning from errors at work
Publisher: Springer Netherlands
Date: 2012
A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses
Publisher: Elsevier BV
Date: 02-2021
Learning across working life: educative experiences and individuals’ participation
Publisher: Informa UK Limited
Date: 15-06-2023
African students from refugee backgrounds in Australian TAFE institutes: A case for transformative learning goals and processes
Publisher: Informa UK Limited
Date: 12-2009
DOI: 10.5172/IJTR.7.2.80
Enhancing enterprise expenditure on VET: Policy goals and mechanisms
Publisher: Informa UK Limited
Date: 2005
Developing Online Teaching in Higher Education
Publisher: Springer Nature Singapore
Date: 2022
The Unanticipated Outcomes of Research: Learning and Development at Work
Publisher: Springer International Publishing
Date: 28-10-2018
Transfer, Learning, and Innovation: Perspectives Informed by Occupational Practices
Publisher: Springer International Publishing
Date: 2021
Competency-based medical education: origins, perspectives and potentialities
Publisher: Wiley
Date: 16-02-2014
DOI: 10.1111/MEDU.12355
Learning in the circumstances of professional practice
Publisher: Springer Netherlands
Date: 2014
Learning through work: augmenting vocational educational experiences to meet 21st-century work requirements
Publisher: Elsevier
Date: 2022
Resilience in Healthcare (RiH): a longitudinal research programme protocol
Publisher: BMJ
Date: 10-2020
DOI: 10.1136/BMJOPEN-2020-038779
Abstract: Over the past three decades, extensive research has been undertaken to understand the elements of what constitutes high quality in healthcare. Yet, much of this research has been conducted on in idual elements and their specific challenges. Hence, goals other than understanding the complex of factors and elements that comprises quality in healthcare have been privileged. This lack of progress has led to the conclusion that existing approaches to research are not able to address the inherent complexity of healthcare systems as characterised by a significant degree of performance variability within and across system levels, and what makes them resilient. A shift is, therefore, necessary in such approaches. Resilience in Healthcare (RiH) adopts an approach comprising a comprehensive research programme that models the capacity of healthcare systems and stakeholders to adapt to changes, variations and/or disruptions: that is, resilience. As such, RiH offers a fresh approach capable of capturing and illuminating the complexity of healthcare and how high-quality care can be understood and advanced. Methodologically, to illuminate what constitutes quality in healthcare, it is necessary to go beyond single-site, case-based studies. Instead, there is a need to engage in multi-site, cross-national studies and engage in long-term multidisciplinary collaboration between national and international researchers interacting with multiple healthcare stakeholders. By adopting such processes, multiple partners and a multidisciplinary orientation, the 5-year RiH research programme aims to confront these challenges and accelerate current understandings about and approaches to researching healthcare quality. The RiH research programme adopts a longitudinal collaborative interactive design to capture and illuminate resilience as part of healthcare quality in different healthcare settings in Norway and in five other countries. It combines a meta-analysis of detailed empirical research in Norway with cross-country comparison from Australia, Japan, Netherlands, Switzerland and the UK. Through establishing an RiH framework, the programme will identify processes with outcomes that aim to capture how high-quality healthcare provisions are achieved. A collaborative learning framework centred on engagement aims to systematically translate research findings into practice through co-construction processes with partners and stakeholders. The RiH research programme is approved by the Norwegian Centre for Research Data (No. 864334). The empirical projects selected for inclusion in this longitudinal research programme have been approved by the Norwegian Centre for Research Data or the Regional Committees for Medical and Health Research Ethics. The RiH research programme has an embedded publication and dissemination strategy focusing on the progressive sharing of scientific knowledge, information and results, and on engaging with the public, including relevant patient and stakeholder representatives. The findings will be disseminated through scientific articles, PhD dissertations, presentations at national and international conferences, and through social media, newsletters and the popular media.
Accessing and engaging vocational knowledge: Instructional media versus everyday practice
Publisher: Emerald
Date: 03-1996
DOI: 10.1108/00400919610112042
Abstract: Analyses the development of vocational knowledge through two contrasting approaches which are referred to as the “instructional media” and everyday practice. The former is the text‐based approach currently favoured by government and the latter is an approach to learning through participation in everyday activities. Using data from a study conducted in the workplace, appraises the processes and outcomes of these two approaches to learning. Indicates that everyday practice offers the greatest likelihood of securing vocational knowledge. Concludes that access to, and ongoing engagement with, authentic learning activities are significant attributes to this approach to the acquisition of vocational knowledge.
Small business pedagogic practices
Publisher: Informa UK Limited
Date: 06-2003
Medical education research should extend further into clinical practice
Publisher: Wiley
Date: 12-10-2017
DOI: 10.1111/MEDU.13459
First responders' perceived and actual competence in tunnel fire safety
Publisher: Elsevier BV
Date: 04-2023
Learning tools used to translate resilience in healthcare into practice: a rapid scoping review
Publisher: Springer Science and Business Media LLC
Date: 23-08-2023
DOI: 10.1186/S12913-023-09922-6
Abstract: Historically, efforts to improved healthcare provisions have focussed on learning from and understanding what went wrong during adverse events. More recently, however, there has been a growing interest in seeking to improve healthcare quality through promoting and strengthening resilience in healthcare, in light of the range of changes and challenges to which healthcare providers are subjected. So far, several approaches for strengthening resilience performance have been suggested, such as reflection and simulation. However, there is a lack of studies that appraise the range of existing learning tools, the purposes for which they are designed, and the types of learning activities they comprise. The aim of this rapid scoping review is to identify the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. A rapid scoping review approach was used to identify, collect, and synthesise information describing the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. EMBASE and Medline Ovid were searched in May 2022 for articles published between 2012 and 2022. The review identified six different learning tools such as serious games and checklists to guide reflection, targeting different stakeholders, in various healthcare settings. The tools, typically, promoted self-reflection either in idually or collaboratively in groups. Evaluations of these tools found them to be useful and supportive of resilience however, what constitutes resilience was often difficult to discern, particularly the organizational aspect. It became evident from these studies that careful planning and support were needed for their successful implementation. The tools that are available for review are based on guidelines, checklists, or serious games, all of which offer to prompt either self-reflection or group reflections related to different forms of adaptations that are being performed. In this paper, we propose that more guided reflections mirroring the complexity of resilience in healthcare, along with an interprofessional collaborative and guided approach, are needed for these tools to be enacted effectively to realise change in practice. Future studies also need to explore how tools are perceived, used, and understood in multi-site, multi-level studies with a range of different participants.
Conceptions, Purposes and Processes of Ongoing Learning across Working Life
Publisher: Springer International Publishing
Date: 2016
Quantitative trait loci and differential gene expression analyses reveal the genetic basis for negatively associated β-carotene and starch content in hexaploid sweetpotato [Ipomoea batatas (L.) Lam.]
Publisher: Springer Science and Business Media LLC
Date: 08-10-2019
DOI: 10.1007/S00122-019-03437-7
Abstract: β-Carotene content in sweetpotato is associated with the Orange and phytoene synthase genes due to physical linkage of phytoene synthase with sucrose synthase , β-carotene and starch content are negatively correlated. In populations depending on sweetpotato for food security, starch is an important source of calories, while β-carotene is an important source of provitamin A. The negative association between the two traits contributes to the low nutritional quality of sweetpotato consumed, especially in sub-Saharan Africa. Using a biparental mapping population of 315 F 1 progeny generated from a cross between an orange-fleshed and a non-orange-fleshed sweetpotato variety, we identified two major quantitative trait loci (QTL) on linkage group (LG) three (LG3) and twelve (LG12) affecting starch, β-carotene, and their correlated traits, dry matter and flesh color. Analysis of parental haplotypes indicated that these two regions acted pleiotropically to reduce starch content and increase β-carotene in genotypes carrying the orange-fleshed parental haplotype at the LG3 locus. Phytoene synthase and sucrose synthase, the rate-limiting and linked genes located within the QTL on LG3 involved in the carotenoid and starch biosynthesis, respectively, were differentially expressed in Beauregard versus Tanzania storage roots. The Orange gene, the molecular switch for chromoplast biogenesis, located within the QTL on LG12 while not differentially expressed was expressed in developing roots of the parental genotypes. We conclude that these two QTL regions act together in a cis and trans manner to inhibit starch biosynthesis in amyloplasts and enhance chromoplast biogenesis, carotenoid biosynthesis, and accumulation in orange-fleshed sweetpotato. Understanding the genetic basis of this negative association between starch and β-carotene will inform future sweetpotato breeding strategies targeting sweetpotato for food and nutritional security.
Increasing small business participation in VET: A “hard ask”
Publisher: Emerald
Date: 12-2001
Beyond competence: an essay on a process approach to organising and enacting vocational education
Publisher: Informa UK Limited
Date: 09-2016
Personal epistemologies, work and learning
Publisher: Elsevier BV
Date: 2009
Participatory practices at work: Understanding and appraising healthcare students' learning through workplace experiences
Publisher: John Wiley & Sons, Ltd
Date: 24-07-2015
The Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students
Publisher: Springer Science and Business Media LLC
Date: 29-12-2013
Practice-Based Education
Publisher: SensePublishers
Date: 2012
Interdependence on the boundaries between working and learning
Publisher: Springer Netherlands
Date: 2014
Learning to prescribe through co-working: junior doctors, pharmacists and consultants
Publisher: Wiley
Date: 06-02-2017
DOI: 10.1111/MEDU.13227
Abstract: Learning to prescribe is challenging for junior doctors. Significant efforts have been made to improve prescribing education, especially in view of the high rates of prescribing errors made by junior doctors. However, considerations of educational options often overlook the fact that learning to prescribe and prescribing practices rely on practice-based interactions with informed practitioners, such as pharmacists and consultants. Pharmacists have long made important contributions to developing prescribing capacities. The present study examines the potential of everyday co-working between junior doctors and pharmacists, in conjunction with consultants, as an accessible means of developing effective prescribing practices. A qualitative interview study was conducted in an Australian tertiary hospital using thematic analysis to explore junior doctors', pharmacists' and consultants' perspectives on how co-working supports learning to prescribe in an acute tertiary hospital setting. Participants included 34 practitioners, comprising junior doctors (n = 11), consultants (n = 10) and pharmacists (n = 13). The thematic analysis was informed by workplace learning theory. Learning to prescribe was found to be a highly interdependent process. In particular, junior doctors were dependent on co-working with consultants and pharmacists. Three interrelated themes related to co-working and learning to prescribe in the workplace were identified: (i) prescribing readiness of junior doctors (ii) need for guidance, and (iii) the challenges of pharmacists co-working as outsiders. Co-working with pharmacists and consultants contributes positively to junior doctors' prescribing practices. However, co-working is complex and is influenced by differing understandings of prescribing practices. These insights assist in informing how co-working can be enacted routinely in hospital settings to promote safe and effective prescribing practices. Consideration should be given to when and how co-working between junior doctors and pharmacists is initiated, including during medical school. In clinical settings, strategies such as having pharmacists attend ward rounds and adopt a role of learning facilitation rather than error identification may augment everyday opportunities for co-working and learning.
The conceptualization and measurement of learning at work
Publisher: Routledge
Date: 22-01-2004
In the name of meritocracy: Managers' perceptions of policies and practices for training older workers
Publisher: Cambridge University Press (CUP)
Date: 11-01-2014
DOI: 10.1017/S0144686X12001432
Abstract: Workplaces, managers and employers who are seeking to maintain the standing, capacities and productivity of their workplaces are now facing two crucial facts: (a) an ageing workforce and (b) all workers, regardless of age, need to adapt to the changing requirements for workplace performance. These facts mean that managers and supervisors need to confront issues found in the changing demographics of their own workforce. That is, as the portion of workforces aged over 45 years ( i.e. older workers) increases, it is these workers who are available to be employed, and supported in sustaining their ongoing employability. To address these issues requires understanding of particular workers' capacities and aspirations and then acting to develop further their capacities based on new understanding, and rebutting social sentiments about these workers that are often value-laden, contradictory and biased. The case here is made through drawing on literature and analyses of interview data of Australian managers of older workers, that the current logic of management relies upon deeply held and widely shared beliefs of age-blind meritocracy and equal opportunity rather than informed views.
Work, discretion and learning: Processes of learning and development at work
Publisher: Informa UK Limited
Date: 02-09-2015
Developing medical capacities and dispositions through practice-based experiences
Publisher: Springer Netherlands
Date: 2014
Developing a collaborative learning framework for resilience in healthcare: a study protocol
Publisher: BMJ
Date: 08-2021
DOI: 10.1136/BMJOPEN-2020-045183
Abstract: Resilience in healthcare (RiH) can be conceptualised as the adaptive capacities of a healthcare system that allow it to maintain the delivery of high-quality care during and after events that challenge, change or disrupt its activities. These adaptive capacities require collaborative learning and working, as the complexities of changes and challenges can rarely be addressed by in iduals alone or single healthcare disciplinary knowledge. So, there is a need to understand how collaborative learning practices can be developed and supported both intra and inter disciplinary in healthcare. The aim of the study is to explore the relationship between collaborative learning, and resilience to establish a framework that supports the development and application of adaptive capacities across erse healthcare contexts and levels. Collaborative learning is premised on learning as something that occurs continuously through everyday work in the healthcare systems as professionals engaging in clinical work, and interacting with other coworkers, patients and stakeholders making local adaptations in respond to needs. The study applies a mixed methods design in a two-phased approach to explore and develop the relationship between collaborative learning and resilience. Phase One is exploratory using literature review, meta-synthesis, interviews and focus groups as data collection methods in empirical studies in different healthcare contexts. Phase Two uses participatory approach to develop and test a collaborative learning framework followed by an evaluation to appraise its utility using observation and focus groups as data collection procedures. Phase One of the study is approved by the Norwegian Centre for Research Data (reference no. 864334). The findings will be disseminated through scientific articles, presentations at international conferences and through social media and popular press. This includes establishing a set of learning tools for adaptive use, that is made publicly available in Open Access repositories.
Interdependencies at work: reflection, performance, dialogue and reward
Publisher: SAGE Publications
Date: 11-2006
DOI: 10.7227/JACE.12.2.3
Abstract: This paper contributes to the ongoing debate about the relationship between the social and the in idual as it is enacted in personal learning and the remaking of cultural practices through work. It discusses progress in a two-year study of the work, working lives and learning of 12 in iduals: four groups of three employees each. The concept of relational interdependence between in idual and social agency is used to understand the progress of their participation, learning and remaking of cultural practices that comprises their work. In identifying and elaborating bases of these interdependencies and their consequences for changes to in iduals' cognitive experience and sense of self and the remaking of cultural practices, four linked and overlapping bases for understanding the processes of interdependencies emerge: (i) reflection and review (ii) performance roles (iii) prospects for dialogue and (iv) how conceptions of rewards and recognition are constructed. In different, but distinct, ways these four bases provide a means to elaborate interdependencies at work, thereby providing a platform to analyse processes of in idual learning and the remaking of work practices and concepts throughout working life.
Journeying through clinical placements - An examination of six student cases
Publisher: Elsevier BV
Date: 08-2009
DOI: 10.1016/J.NEDT.2009.01.009
Abstract: How student nurses are permitted to participate in healthcare settings during placements is central to their skill development, formation of occupational identity and retention in nursing. Novices' participation and learning was mapped through their clinical experiences from student to graduate, as part of a multi-method longitudinal study examining nurses' workplace learning. Twenty-nine second and third year nursing students participated in a series of interviews over a two year period. Six students, representing a cross-section of a student cohort form the basis of this case study. Interviews were transcribed verbatim and thematically coded. Four themes encapsulating the participants' journeys through clinical situations were identified (a) creating learning opportunities, (b) gaining independence, (c) becoming part of the team and (d) generational differences. The themes reflect the development of novice nurses and the nuances of the workplace as a learning environment. The cases highlight the importance of supportive placements that comprise openness with opportunities, tolerance of inter-generational differences and invitations to become part of the nursing team. The challenge for nurse educators is how to best prepare students for the complexities of the social, cultural and political arena of clinical practice.
Concepts, Purposes and Practices of Integration Across National Curriculum
Publisher: Springer Singapore
Date: 2018
Continuing Education and Training: Needs, Models and Approaches
Publisher: Springer International Publishing
Date: 2016
Enterprises and Vocational Education and Training: Expenditure and Expected Returns
Publisher: Informa UK Limited
Date: 09-1998
‘Not just another survey’: reflections on researchers’ working and learning through investigating work and lifelong learning
Publisher: Routledge
Date: 19-03-0019
Older professionals, learning and practice
Publisher: Springer Netherlands
Date: 2014
Learning through work: Emerging perspectives and new challenges
Publisher: Emerald
Date: 10-05-2013
DOI: 10.1108/13665621311316447
Abstract: 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. 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. 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. 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. 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. 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.
Conceptualizing learning experiences: Contributions and mediations of the social, personal and brute
Publisher: Informa UK Limited
Date: 02-01-2009
Learning about work, working life and post-school options: Guiding students' reflections on paid part-time work
Publisher: Informa UK Limited
Date: 04-2007
Refugee immigrants’ experiences of racism and racial discrimination at Australian TAFE institutes: a transformative psychosocial approach
Publisher: Informa UK Limited
Date: 05-06-2017
Promoting Graduate Employability: Key Goals, and Curriculum and Pedagogic Practices for Higher Education
Publisher: Springer Nature Singapore
Date: 2022
Sustaining the Employability of Working-Age Adults: A Singapore Case Study
Publisher: Springer Nature Singapore
Date: 2022
Learning through working life: self and individuals’ agentic action.
Publisher: Informa UK Limited
Date: 05-2005
Subjectivity, learning and work: sources and legacies
Publisher: Springer Science and Business Media LLC
Date: 20-05-2008
Learning Occupational Practice in the Absence of Expert Guidance: The Agentic Action of Australian Home Care Workers
Publisher: Springer International Publishing
Date: 2017
The Significance of Ontogeny and Habitus in Constructing Theories of Learning
Publisher: Informa UK Limited
Date: 03-2004
Myth and reality: employer sponsored training in Australia
Publisher: Informa UK Limited
Date: 2005
DOI: 10.5172/IJTR.3.2.16
Learning new practices in small business: engagement and localised support
Publisher: Emerald
Date: 10-2004
DOI: 10.1108/00400910410569623
Abstract: Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised semi‐structured interviews with 30 small businesses about how they had learned about and implemented the GST. A case study was written about each small business' experience that were verified for their accuracy by each small business. These case studies became the data source. It was found that the small business operatives that appeared to have learned most about the GST were those who were highly engaged in the task of learning about the GST – active learners and also accessed high levels of support from localised sources. A typology comprising dimensions of support needed and engagement by small business operatives was synthesised from the findings and is discussed.
Translating outcome frameworks to assessment programmes: Implications for validity
Publisher: Wiley
Date: 12-08-2020
DOI: 10.1111/MEDU.14287
Guided learning at work
Publisher: Emerald
Date: 11-2000
DOI: 10.1108/13665620010353351
Abstract: Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning strategies and an analysis of the learning occurring in five workplaces over a period of six months. The guided learning strategies selected for investigation were questioning dialogues, the use of diagrams and analogies within an approach to workplace learning emphasising modelling and coaching. Throughout the investigation, critical incident interviews were conducted to identify the contributions to learning that had occurred during these periods, including those provided by the guided learning. As anticipated, it was found that participation in everyday work activities (the learning curriculum) was most valued and reported as making effective contributions to learning in the workplace. However, there was also correlation between reports of the frequency of guided learning interactions and their efficacy in resolving novel workplace tasks, and therefore learning. It is postulated that some of these learning outcomes could not have been secured by everyday participation in the workplace alone. Further, factors associated with the readiness of enterprise and those within it were identified as influencing the likely effectiveness of guided learning at work.
Augmenting higher education students’ work experiences: preferred purposes and processes
Publisher: Informa UK Limited
Date: 03-11-2016
Preface
Publisher: Springer International Publishing
Date: 2017
Individuals’ mediation of learning professional practice: Co-working and learning to prescribe
Publisher: Springer International Publishing
Date: 2017
The service/teaching tension: a window into the soul of a hospital
Publisher: Wiley
Date: 06-2018
DOI: 10.1111/MEDU.13527
Promoting workforce excellence: formation and relevance of vocational identity for vocational educational training
Publisher: Springer Science and Business Media LLC
Date: 25-04-2014
Towards a continuing education and training eco system: a case study of Singapore
Publisher: Informa UK Limited
Date: 19-04-2023
Developing junior doctors’ prescribing practices through collaborative practice: Sustaining and transforming the practice of communities
Publisher: Informa UK Limited
Date: 31-01-2017
DOI: 10.1080/13561820.2016.1254164
Abstract: Prescribing in acute healthcare settings is a complex interprofessional process with a high incidence of medication errors. Opportunities exist to improve prescribing learning through collaborative practice. This qualitative interview-based study aimed to investigate the development of junior doctors' prescribing capacity and how pharmacists contribute interprofessionally to this development and the prescribing practices of a medical community. The setting for this study was a large teaching hospital in Australia where ethical approval was gained before commencing the study. A constructionist approach was adopted and the interviews were held with a purposive s le of 34 participants including junior doctors (n = 11), clinical supervisors (medical n = 10), and pharmacists (n = 13). Informed by workplace learning theory, interview data were thematically analysed. Three key themes related to pharmacists' contributions to prescribing practices emerged: building prescribing capacities of junior doctors through guidance and instruction sustaining safe prescribing practices of the community in response to junior doctor rotations and transforming prescribing practices of the community through workplace learning facilitation and team integration. These findings emphasize the important contributions made by pharmacists to building junior doctors' prescribing capacities that also assist in transforming the practices of that community. These findings suggest that rather than developing more conventional education programs for prescribing, further consideration should be given to interprofessional collaboration in everyday activities and interactions as a means to promote both effective learning for in iduals and advancing the enactment of effective prescribing practice.
Remaking and Transforming Cultural Practices: Exploring the Co-occurrence of Work, Learning, Innovation
Publisher: Springer International Publishing
Date: 2021
Mature-aged workers’ learning needs and motivations for participation in training programs
Publisher: Informa UK Limited
Date: 12-2010
DOI: 10.5172/IJTR.8.2.116
Vocational education teachers: perspectives on the standing of their educational sector and how it might be improved
Publisher: Informa UK Limited
Date: 24-05-2023
Learning Across Working Life: A Product of ‘Personal Curriculum’
Publisher: Springer Nature Singapore
Date: 2023
Use of a think-aloud procedure to explore the relationship between clinical reasoning and solution-focused training in self-harm for emergency nurses
Publisher: Wiley
Date: 06-02-2009
DOI: 10.1111/J.1365-2850.2008.01339.X
Abstract: Self-harm is a risk factor for further episodes of self-harm and suicide. The most common service used by self-injurers is the emergency department. However, very often, nurses have received no special training to identify and address the needs of these patients. In addition this care context is typically biomedical and without psychosocial skills, nurses can tend to feel unprepared and lacking in confidence, particularly on the issue of self-harm. In a study that aimed to improve understanding and teach solution-focused skills to emergency nurses so that they may be more helpful with patients who self-harm, several outcome measures were considered, including knowledge, professional identity and clinical reasoning. The think-aloud procedure was used as a way of exploring and improving the solution-focused nature of nurses' clinical reasoning in a range of self-harm scenarios. A total of 28 emergency nurses completed the activity. Data were audiotaped, transcribed and analysed. The results indicated that significant improvements were noted in nurses' ability to consider the patients' psychosocial needs following the intervention. Thus this study has shown that interactive education not only improves attitude and confidence but enlarges nurses' reasoning skills to include psychosocial needs. This is likely to improve the quality of care provided to patients with mental health problems who present to emergency settings, reducing stigma for patients and providing the important first steps to enduring change - acknowledgment and respect.
Learning Across Working Life: A Case from Australia
Publisher: Springer Nature Singapore
Date: 2023
Work, Subjectivity and Learning
Publisher: Springer Netherlands
Date: 2006
Practices and Strategies to Support Worklife Learning: The Australian Context
Publisher: Springer Nature Singapore
Date: 2023
Building community through social partnerships around vocational education and training
Publisher: Informa UK Limited
Date: 03-2004
Emerging perspectives and the challenges for workplace learning
Publisher: SensePublishers
Date: 2012
Employee-driven learning and innovation (EDLI) as a phenomenon of continuous learning at work
Publisher: Emerald
Date: 13-04-2023
Abstract: This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work. The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge. In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice. The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.
Situated Learning: Bridging Sociocultural and Cognitive Theorising
Publisher: Elsevier BV
Date: 09-1996
Changing work, work practice: the consequences for vocational education
Publisher: Springer Netherlands
Date: 2009
Subjectivity, self and personal agency in learning through and for work
Publisher: SAGE Publications Ltd
Date: 2011
Theories of Learning for the Workplace
Publisher: Routledge
Date: 29-03-2012
Integrating learning experiences across tertiary education and practice settings: A socio-personal account
Publisher: Elsevier BV
Date: 06-2014
High-resolution genome-wide association study pinpoints metal transporter and chelator genes involved in the genetic control of element levels in maize grain
Publisher: Oxford University Press (OUP)
Date: 02-03-2021
DOI: 10.1093/G3JOURNAL/JKAB059
Abstract: Despite its importance to plant function and human health, the genetics underpinning element levels in maize grain remain largely unknown. Through a genome-wide association study in the maize Ames panel of nearly 2,000 inbred lines that was imputed with ∼7.7 million SNP markers, we investigated the genetic basis of natural variation for the concentration of 11 elements in grain. Novel associations were detected for the metal transporter genes rte2 (rotten ear2) and irt1 (iron-regulated transporter1) with boron and nickel, respectively. We also further resolved loci that were previously found to be associated with one or more of five elements (copper, iron, manganese, molybdenum, and/or zinc), with two metal chelator and five metal transporter candidate causal genes identified. The nas5 (nicotianamine synthase5) gene involved in the synthesis of nicotianamine, a metal chelator, was found associated with both zinc and iron and suggests a common genetic basis controlling the accumulation of these two metals in the grain. Furthermore, moderate predictive abilities were obtained for the 11 elemental grain phenotypes with two whole-genome prediction models: Bayesian Ridge Regression (0.33–0.51) and BayesB (0.33–0.53). Of the two models, BayesB, with its greater emphasis on large-effect loci, showed ∼4–10% higher predictive abilities for nickel, molybdenum, and copper. Altogether, our findings contribute to an improved genotype-phenotype map for grain element accumulation in maize.
Mediating worklife learning and the digitalisation of work
Publisher: Wiley
Date: 16-05-2021
DOI: 10.1111/BJET.13115
Abstract: Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers' existing ways of knowing, which threatens their competence and sense of self. Yet, it can be difficult to access, learn and practice, requiring it to be mediated through interventions making it knowable. For working age adults, this often needs to occur through work activities for efficacy and practical reasons. These worklife learning issues are discussed here from a cultural psychological perspective, drawing on studies of contemporary work and human cognition, considerations for how these forms of knowledge can be made accessible and their processes of knowledge construction be supported. Four key propositions are advanced: (a) this knowledge needs to be made accessible to be engaged with and learnt (b) that can often best occur in work settings (c) workers' occupational subjectivities need accommodating and (d) electronically mediated forms and artefacts offer means to make that knowledge accessible and support its learning. Hence, learning, work and digitalisation are reciprocally aligned in promoting both the initial and ongoing development of workers' capacities. What is already known about this topic? The knowledge required for work constantly changes. Digitalised work has changed the requirements of much work and many occupations. Conceptual and symbolic knowledge are required for competence in digital kinds of work. Many studies have illustrated the impact of digital technologies across a range of occupations and industry sectors. What this paper adds? An elaboration of how the knowledge to be learnt and ways of knowing have changed in digital work. Considerations of the implications of the changes for worklife learning (lifelong learning). The importance of digitalised artefacts mediating access to this knowledge through symbolic representations. Implications for practice and/or policy Working age adults need to be able to access the kinds of knowledge required for digitalised work. Worksites and work practice are potentially the optimum circumstances for accessing and learning this knowledge across working life. The ability of this knowledge to be represented symbolically is a key basis for workers ongoing learning of digitalised work requirements. Digital technology offers means for the conceptual representations to be made accessible.
Sociogeneses, activity and ontogeny.
Publisher: SAGE Publications
Date: 06-2003
Abstract: Understanding relations between the social and cognitive contributions to thinking and acting has become a pressing goal for psychological theorizing. Central to understanding these relations is the negotiation and construction of knowledge that is comprised of the inter-psychological processes that engage both cognitive and social experiences. This paper proposes that these processes can be understood through a complex of relations among different sociogenetic sources and between those sources and in iduals’ agency as constituted by their life histories or ontogenies. Rather than a single sociogenetic source, the social contributions are held to have historical-cultural and situational geneses. However, through inter-psychological processes these contributions are mediated by in iduals’ unique and socially shaped cognitive experiences. Findings from an investigation of the same vocational practice (hairdressing) conducted in four different work settings are used to identify tentative relations between the sociogeneses of the goal-directed activities that in iduals engage in, and how these in iduals represent their knowledge in memory. Together, these findings tentatively elaborate particular sociogenetic contributions to in iduals’ thinking and acting, and relations between particular elements and phases of goal-directed activities and, hence, their impact on cognitive change (development).
Perspectives on enhancing the standing of vocational education and the occupations it serves (Editorial)
Publisher: Informa UK Limited
Date: 02-04-2020
Constituting the workplace curriculum
Publisher: Informa UK Limited
Date: 02-2006
Researching in workplaces: engaging in the field
Publisher: CAIRN
Date: 2022
Personal Epistemologies and Disciplinarity in the Workplace: Implications for International Students in Higher Education
Publisher: Springer International Publishing
Date: 2017
“It’s yours to take”: generating learner feedback literacy in the workplace
Publisher: Springer Science and Business Media LLC
Date: 03-08-2020
DOI: 10.1007/S10459-019-09905-5
Abstract: Feedback can improve students' learning and performance on clinical placements, yet students are often dissatisfied with the process. Attempts to improve feedback frequently focus on faculty development programs without addressing learners' capabilities to engage with feedback. For feedback to be effective, students need to understand its processes and to translate this into practice. Developing student feedback literacy may enhance feedback engagement and, therefore, learning outcomes. This qualitative interview study aimed to problematise student feedback literacy in the healthcare setting, from the learner's perspective. Before commencing placements, 105 healthcare students at an Australian teaching hospital participated in a feedback literacy program. After their placements, 27 students engaged in semi-structured interviews to explore their feedback experiences. Informed by workplace learning theory, interview transcripts were analysed using the framework method of qualitative analysis. Students reported reframing feedback as a process they could initiate and engage in, rather one they were subjected to. When they took an intentional stance, students noted that feedback conversations generated plans for improvement which they were enacting. However, students had to work hard against orthodox feedback expectations and habits in healthcare. They privileged intraprofessional supervisor feedback over interprofessional practitioners, patients, or peers. Findings suggest that student engagement with feedback can be augmented with focussed retraining. However, further research examining the structural and cultural influences on students' capacity to be active in workplace feedback is warranted.
The standing of vocational education and the occupations it serves: current concerns and strategies for enhancing that standing
Publisher: Springer International Publishing
Date: 2022
The DEMS-DOSS study: validating a delirium monitoring tool in hospitalised older adults
Publisher: Oxford University Press (OUP)
Date: 02-2022
Abstract: to evaluate the sensitivity, specificity and test–retest reliability of the Delirium Early Monitoring System-Delirium Observation Screening Scale (DEMS-DOSS). prospective diagnostic accuracy study of a convenience s le of admitted older adults with DEMS-DOSS and reference standard assessments. 60-bed aged care precinct at a metropolitan hospital in Sydney, Australia. 156 patients (aged ≥65 years old) were recruited to participate between April 2018 and March 2020. One hundred participants were included in the analysis. Participants were scored on the DEMS-DOSS. Trained senior aged care nurses conducted a standardised clinical interview based on the Diagnostic and Statistical Manual of Mental Disorder (DSM)-IV delirium criteria, within two hours of DEMS-DOSS completion. The senior aged care nurse undertaking the DSM-IV interview was blinded to the results of the DEMS-DOSS. Participants’ mean age was 84 (SD ±7.3) years and 39% (n = 39) had a documented diagnosis of dementia. Delirium was detected in 38% (n = 38) according to the reference standard. The DEMS-DOSS had a sensitivity of 76.3% and a specificity of 75.8% for delirium. The area under the receiver operating characteristics curve for delirium was 0.76. The test–retest reliability of the DEMS-DOSS was found to be high (r = 0.915). DEMS-DOSS is a sensitive and specific tool to assist with monitoring new onset and established delirium in hospitalised older adults. Further studies are required to evaluate the impact of the monitoring tool on health outcomes.
Emerging perspectives on workplace learning
Publisher: BRILL
Date: 2008
Negotiating professional identity: vocational teachers’ personal strategies in a reform context
Publisher: BRILL
Date: 2008
Accessing and Securing Conceptual and Symbolic Knowledge Required for Digital Era Work
Publisher: Springer International Publishing
Date: 10-2018
Francophone perspectives on learning through work: Conceptions, traditions and practices
Publisher: Springer International Publishing
Date: 2015
Participation and learning in turbulent times: Negotiations between the community and the personal
Publisher: Springer Netherlands
Date: 2008
Workplace learning: Historical evolution and socio-cultural distinctiveness
Publisher: Springer Fachmedien Wiesbaden
Date: 2021
Participatory practices at work
Publisher: Informa UK Limited
Date: 07-2004
Critiquing workplace learning discourses: Participation and continuity at work
Publisher: Informa UK Limited
Date: 03-2002
The Dutch Vocational Education System: Institutional Focus and Transformations
Publisher: Springer International Publishing
Date: 2017
Practice-based learning in higher education: Jostling cultures
Publisher: Springer Netherlands
Date: 2015
The practices of using and integrating practice-based learning in higher education
Publisher: Springer Netherlands
Date: 2015
Related Organisations
Griffith University School Of Education And Professional Studies
Location: Australia
Related Funding Activities
Linkage Projects - Grant ID: LP0775096
Start Date: 06-2007
End Date: 06-2010
Amount: $102,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0452129
Start Date: 01-2004
End Date: 02-2006
Amount: $160,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0879687
Start Date: 2008
End Date: 12-2011
Amount: $135,000.00
Funder: Australian Research Council
View Funded ActivityARC Future Fellowships - Grant ID: FT100100143
Start Date: 05-2011
End Date: 07-2016
Amount: $797,534.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP190101519
Start Date: 06-2019
End Date: 06-2024
Amount: $299,000.00
Funder: Australian Research Council
View Funded ActivityLinkage - International - Grant ID: LX0883016
Start Date: 06-2008
End Date: 06-2010
Amount: $72,541.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0668032
Start Date: 07-2006
End Date: 07-2009
Amount: $224,680.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP140100057
Start Date: 11-2014
End Date: 12-2018
Amount: $190,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0453103
Start Date: 2004
End Date: 12-2006
Amount: $60,000.00
Funder: Australian Research Council
View Funded Activity