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Re-making jobs : enacting and learning work practices

Price,OM, Scheeres,H and Boud,D 2009, Re-making jobs : enacting and learning work practices, Vocations and learning, vol. 2, no. 3, pp. 217-234, doi: 10.1007/s12186-009-9025-6.

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Title Re-making jobs : enacting and learning work practices
Author(s) Price,OM
Scheeres,H
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Journal name Vocations and learning
Volume number 2
Issue number 3
Start page 217
End page 234
Total pages 18
Publisher Springer
Place of publication Berlin, Germany
Publication date 2009-11
ISSN 1874-785X
1874-7868
Keyword(s) Organisational practice
Learning
Jobs
Work practices
Summary This paper takes up understandings of organisations where practices constitute and frame past and present work, as well as future work practice possibilities. Within this view, work practices, and thus organisations, are both perpetuated and varied through employees’ enactments of work. Using a practice lens, we are particularly interested in the ways workers simultaneously maintain and alter practices in their workplace—we characterise this as re-making one’s job. This perspective challenges ways in which managers often depict jobs and everyday work—as rational, linear and easily describable. We suggest that workers at various levels of responsibility contribute more to the formation of organisational practices than is often assumed. The processes of re-making jobs and remaking organisational practices create tensions that we posit as sites for learning. This paper addresses these issues through a focus on work practices in two Australian organisations that have been undergoing significant cultural change.
Language eng
DOI 10.1007/s12186-009-9025-6
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 ©2009, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071835

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