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When is it OK to learn at work? The learning work of organisational practices

Scheeres,H, Solomon,N, Boud,D and Rooney,D 2010, When is it OK to learn at work? The learning work of organisational practices, Journal of workplace learning, vol. 22, no. 1/2, pp. 13-26, doi: 10.1108/13665621011012825.

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Title When is it OK to learn at work? The learning work of organisational practices
Author(s) Scheeres,H
Solomon,N
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Rooney,D
Contributor(s) Salling Olesen,H
Journal name Journal of workplace learning
Volume number 22
Issue number 1/2
Start page 13
End page 26
Total pages 14
Publisher Emerald
Place of publication Bingley, Eng.
Publication date 2010
ISSN 1366-5626
Summary Purpose – The purpose of this paper is to examine the use of “learning” through what we have termed “integrated development practices”. These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning.Design/methodology/approach – The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations – safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi‐structured interviews with members of a variety of workgroups in one major division of the organisation.Findings – Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.Originality/value – Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
Language eng
DOI 10.1108/13665621011012825
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Emerald
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071834

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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