Bohlinger / Haake / Jørgensen Working and Learning in Times of Uncertainty

Challenges to Adult, Professional and Vocational Education
1. Auflage 2015
ISBN: 978-94-6300-244-8
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 238 Seiten

Reihe: Research on the Education and Learning of Adults

'This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways do individuals, organisations, political actors and education systems respond to these challenges?Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners' needs and situations at work and in school-work transitions. Part 2 addresses the meso level by discussing sector-specific and organisational approaches to working and learning in times of uncertainty. The chapters represent a broad range of branches including public services (police work), the automotive sector and the health sector (elderly care). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making.'                                         

Autoren/Hrsg.

Bohlinger, Sandra

Haake, Ulrika

Jørgensen, Christian Helms

Toiviainen, Hanna

Wallo, AndreasWallo

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;THE EUROPEAN SOCIETY FOR RESEARCH ON THEEDUCATION OF ADULTS (ESREA);8
2.1;ESREA RESEARCH NETWORKS;8
2.2;ESREA TRIENNIAL EUROPEAN RESEARCH CONFERENCE;8
2.3;ESREA JOURNAL;9
2.4;ESREA BOOKS;9
3;1. INTRODUCTION:Working and Learning in Times of Uncertainty;10
3.1;CHALLENGES FOR WORKPLACE LEARNING;10
3.2;CHALLENGES FOR VOCATIONAL EDUCATION AND TRAINING;11
3.3;CHALLENGES AT MICRO, MESO AND MACRO LEVELS;13
3.3.1;Micro level;13
3.3.2;Meso level;15
3.3.3;Macro level;17
3.4;REFERENCES;19
4;PART 1: MICRO LEVEL OF WORKING AND LEARNING;24
4.1;2. CONFIGURATIONS OF LEARNING IN GLOBAL WORK;25
4.1.1;INTRODUCTION;25
4.1.2;METHODOLOGY AND DATA;26
4.1.3;THEORY-HISTORICAL CONFIGURATIONS OF LEARNING;27
4.1.4;OBJECT-HISTORICAL CONFIGURATIONS OF LEARNING;28
4.1.5;ACTUAL-EMPIRICAL CONFIGURATIONS OF LEARNING;30
4.1.5.1;1. Learning under control;30
4.1.5.2;2. Learning through meaningful work;31
4.1.5.3;3. Learning through participation;31
4.1.5.4;4. Learning in and for distributed technology-mediated work;31
4.1.6;DISCUSSION;32
4.1.7;CONCLUSION;33
4.1.8;NOTES;35
4.1.9;REFERENCES;35
4.2;3. WORK AND LEARNER IDENTITY: Developing an Analytical Framework;37
4.2.1;INTRODUCTION;37
4.2.2;LIFELONG LEARNING AND THE REQUEST FOR PROACTIVE LEARNER IDENTITIES;37
4.2.3;DIFFERENT PARTICIPATION PATTERNS AND DIFFERENT ORIENTATIONS TOWARDS PARTICIPATION;38
4.2.4;LIFELONG LEARNING AND LEARNER INDENTITY;39
4.2.5;WORK AND LEARNER IDENTITY;40
4.2.6;IDENTITY AND CONCERN;41
4.2.7;EXPERIENCE AND IDENTITY;43
4.2.8;COMBINING THE PERSPECTIVES: TOWARDS A DIALECTICAL CONCEPT OF LEARNER IDENTITY;45
4.2.9;CONCLUSION;47
4.2.10;REFERENCES;47
4.3;4. KEY PREDICTORS OF LEARNING TRANSFER IN CONTINUING VOCATIONAL TRAINING: Development of a Theoretical Framework and Testing of an Empirical Model with Structure Equation Modelling (SEM);50
4.3.1;INTRODUCTION;50
4.3.2;PROBLEM SPECIFICATION;51
4.3.2.1;Process-oriented Research Approaches;51
4.3.2.2;Integrated Research Approaches;53
4.3.2.3;Problem Specification and Focus of Our Research;54
4.3.3;THEORETICAL FRAMEWORK;55
4.3.3.1;Learning Field and Performance Field;55
4.3.3.2;Transfer and Transformation;55
4.3.3.3;Intelligent and Applicable Knowledge;56
4.3.3.4;Situation and Context;57
4.3.3.5;Learning Performance and Learning Transfer;58
4.3.3.6;Latent Variables;59
4.3.3.7;Operationalisation;60
4.3.3.8;The Empirical Model;61
4.3.3.9;Methodology;62
4.3.3.10;Sample;63
4.3.3.11;Inventory;63
4.3.4;RESULTS;64
4.3.5;DISCUSSION & CONCLUSION;65
4.3.6;REFERENCES;66
4.4;5. KNOWLEDGE DEVELOPMENT IN INTERNSHIP: A Case-study of Students’ Access to Tacit and Explicit Knowledge in Blended Learning (BL) Programmes;68
4.4.1;INTRODUCTION;68
4.4.1.1;Reflection – A Part of Workplace Learning in Internship;69
4.4.1.2;Use of Information Technology (IT) – A Part of Internship Learning;69
4.4.1.3;Knowledge Development in Setting;69
4.4.2;DESIGN AND METHODOLOGY;71
4.4.2.1;Online Survey among Students;71
4.4.2.2;Focus Group Interviews;71
4.4.2.3;Critical Hermeneutic Analysis of Empirical Data – A Foundation for the Conduction of the Cases;72
4.4.3;FINDINGS;72
4.4.3.1;Case 1: Internship in radiography;73
4.4.3.2;Case 2: Internship in teacher education;76
4.4.4;RESULTS AND DISCUSSION;78
4.4.5;REFERENCES;80
4.5;6. LEADERSHIP IN TIMES OF GLOBALISATION AND UNCERTAINTY;82
4.5.1;INTRODUCTION;82
4.5.2;METHODOLOGICAL APPROACH;83
4.5.2.1;Organisation of the Chapter;84
4.5.3;EARLIER LEADERSHIP RESEARCH (HI)STORIES;84
4.5.4;LEADERSHIP (HI)STORIES OF THE PRESENT;85
4.5.4.1;Complexity and Continuous Change;86
4.5.4.2;A New Competitive Landscape;86
4.5.4.3;Cross-border Relationships;86
4.5.4.4;New Expectations and Careers;87
4.5.4.5;Global Leadership and Culture;87
4.5.4.6;Globalisation and Leader Development;88
4.5.5;LEADERSHIP IN GLOBALISED ORGANISATIONS;88
4.5.6;SUMMARY;90
4.5.7;REFERENCES;91
5;PART 2: MESO LEVEL OF WORKING AND LEARNING;94
5.1;7. POLICE STUDENTS’ VALUES OF COMPETENCE RELATED TO A PROFESSIONAL CAREER;95
5.1.1;INTRODUCTION;95
5.1.2;RESEARCH ON THE TRANSITION FROM EDUCATION TO WORK;96
5.1.3;RESEARCH ON POLICE EDUCATION AND VALUES OF COMPETENCE;98
5.1.4;THEORETICAL FRAMEWORK;98
5.1.5;PURPOSE;99
5.1.6;METHODS;99
5.1.6.1;Participants;99
5.1.6.2;Design and Instruments;100
5.1.6.3;Analysis;101
5.1.7;RESULTS;101
5.1.7.1;Values of Competence and Future Careers;101
5.1.7.2;Summary of Results;103
5.1.8;DISCUSSION;104
5.1.9;REFERENCES;105
5.2;8. POLICE LEADERSHIP PRACTICE IN TIMES OF UNCERTAINTY AND ORGANISATIONAL TURMOIL;108
5.2.1;INTRODUCTION;108
5.2.2;THE MERITS OF A PRACTICE THEORY FRAMEWORK FOR LEADERSHIP RESEARCH;109
5.2.3;LEADERSHIP IN UNCERTAIN TIMES AND CHANGE;110
5.2.3.1;Expectations in Official Police Policy;112
5.2.3.2;Expectations from Top Management and Subordinates;112
5.2.4;DOMAINS OF EXPECTATIONS;113
5.2.4.1;Leader Practice as the Management of Expectations;113
5.2.5;THE ROLE OF CHANGE AGENTS FROM A PRACTICE THEORY PERSPECTIVE;116
5.2.5.1;Features of a Police Leadership Teleoaffective Structure;118
5.2.6;REFERENCES;119
5.3;9. DILEMMAS IN AUTOMATION ENGINEERS’ DAILY WORK AND THE CHANGING FORM OF LEARNING;122
5.3.1;INTRODUCTION;122
5.3.2;UNDERSTANDING CHANGES IN WORK AND LEARNING: AN ACTIVITY THEORETICAL APPROACH;123
5.3.3;PULP PRODUCTION OPTIMISATION BUSINESS OF METSO AUTOMATION;123
5.3.4;BOUNDARY-CROSSING CHANGE LABORATORY AS A METHOD FOR CHANGE INTERVENTION;125
5.3.5;EXPERIENCED DILEMMAS IN AUTOMATION SERVICE ENGINEERS WORK;127
5.3.5.1;Dilemmas Related to the Development of Expertise and the Division of Labour;127
5.3.5.2;Dilemmas in Accounting Systems and Principles of Compensation;129
5.3.6;FINDINGS IN THE FRAME OF HISTORICALLY TRANSFORMING BUSINESS ACTIVITY;131
5.3.7;CONCLUSIONS;134
5.3.8;REFERENCES;134
5.4;10. EMPLOYEE RESOURCING IN ELDERLY CARE: Attracting, Recruiting and Retaining the Right Competence;136
5.4.1;INTRODUCTION;136
5.4.2;ATTRACTING, RECRUITING AND RETAINING PERSONNEL;137
5.4.2.1;Attracting Personnel;137
5.4.2.2;Recruiting Personnel;138
5.4.2.3;Retaining Personnel;139
5.4.3;METHODOLOGY;140
5.4.4;RESULTS;141
5.4.4.1;First-line Managers;141
5.4.4.2;School Staff in the Health Care Programme;142
5.4.4.3;Students in the Health Care Programme;143
5.4.5;DISCUSSION;144
5.4.6;CONCLUSION;146
5.4.7;REFERENCES;146
5.5;11. RECOGNITION OF PRIOR LEARNING WITHIN ELDERLY CARE WORK;150
5.5.1;INTRODUCTION;150
5.5.2;ORGANISING IN-SERVICE TRAINING BASED ON RPL;152
5.5.3;THE ROLE OF PRIOR LEARNING;153
5.5.3.1;The Individual’s Prior Knowledge as a Starting Point;153
5.5.3.2;Discussion as a Main Working Form;154
5.5.3.3;Production of New Knowledge;156
5.5.3.4;Experience and Learning;156
5.5.4;DISCUSSION;158
5.5.5;NOTE;160
5.5.6;REFERENCES;160
6;PART 3: MACRO LEVEL OF WORKING AND LEARNING;162
6.1;12. CHALLENGES FOR WORK-BASED LEARNING IN VOCATIONAL EDUCATION AND TRAINING IN THE NORDIC COUNTRIES;163
6.1.1;INTRODUCTION;163
6.1.2;METHODOLOGY;164
6.1.3;THEORETICAL INSPIRATION;164
6.1.4;EXPANSION OF SCHOOL-BASED VOCATIONAL EDUCATION AND TRAINING;166
6.1.5;BENEFITS OF ALTERNATING TRAINING;168
6.1.6;CHALLENGES FOR ALTERNATING TRAINING;169
6.1.7;THE FUTURE OF WORK-BASED LEARNING IN VET;172
6.1.8;NOTE;174
6.1.9;REFERENCES;174
6.2;13. VOCATIONAL EDUCATION AND SCHOOL TO WORK TRANSITIONS IN NORWAY;176
6.2.1;INTRODUCTION;176
6.2.2;VOCATIONAL EDUCATION AND TRAINING IN NORWAY;177
6.2.3;METHODS AND DATA;178
6.2.4;LABOUR MARKET TRANSITIONS;179
6.2.4.1;Employment Rates;179
6.2.4.2;Female VET Graduates in Part Time Work;180
6.2.5;TRANSITIONS TO FURTHER EDUCATION;181
6.2.5.1;Return to Upper Secondary Education;181
6.2.5.2;Transitions to Post-Secondary Education;182
6.2.6;CONCLUSION;183
6.2.7;NOTE;184
6.2.8;REFERENCES;184
6.3;14. TRAINING FOR INNOVATION IN SPAIN: Analysis of Its Effectiveness from the Perspective of Transfer of Training;186
6.3.1;INTRODUCTION;186
6.3.2;THEORETICAL FRAMEWORK;186
6.3.3;METHOD;189
6.3.3.1;Sample;189
6.3.3.2;Instruments;189
6.3.3.3;Data Analysis;191
6.3.4;RESULTS;191
6.3.5;DISCUSSION;194
6.3.6;NOTE;196
6.3.7;REFERENCES;196
6.4;15. VOCATIONAL EDUCATION AND TRAINING FROM THE PERSPECTIVE OF KEY INFORMANTS OF EMPLOYER ASSOCIATIONS IN SPAIN: A Qualitative Analysis;199
6.4.1;INTRODUCTION;199
6.4.2;METHODOLOGY;200
6.4.2.1;Worker Training from the Perspective of Key Informants of Employers’Associations;201
6.4.2.2;The Grounded Theory as Research Methodology;202
6.4.2.3;Findings through the Analysis of the Interviews;202
6.4.3;CONCLUSIONS;208
6.4.4;REFERENCES;209
6.5;16. GOVERNING VOCATIONAL EDUCATION AND TRAINING IN EUROPE;211
6.5.1;INTRODUCTION;211
6.5.2;MAPPING THE FIELD;212
6.5.3;POLICY AIMS AND GOVERNANCE PRINCIPLES;214
6.5.4;GOVERNANCE INSTRUMENTS;216
6.5.4.1;Regulations;217
6.5.4.2;Directives;218
6.5.4.3;Decisions;219
6.5.4.4;Recommendations and Opinions;220
6.5.5;CONCLUSION: AREAS OF TENSION AND PROBLEMS OF LEGITIMACY;221
6.5.6;NOTES;222
6.5.7;REFERENCES;222
6.6;17. CONCLUSION: The Contested Field of Working and Learning;225
6.6.1;A TENACIOUS HISTORY OF SEPARATING WORKING AND LEARNING;226
6.6.2;RETURN TO WORKING AND LEARNING IN EDUCATION;227
6.6.3;PARTICIPATION AND CO-CONFIGURATION WORK;229
6.6.4;UNDERSTANDING KNOWLEDGE;230
6.6.5;POWER AND LEARNING PARTNERSHIP;231
6.6.6;REFERENCES;232
7;LIST OF CONTRIBUTORS;235