The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning.
Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades.
Part 1: Theoretical perspectives of learning and work
Part 2: Intersections of learning and work in organisations and beyond
Part 3: Learning throughout working lives and beyond
Part 4: Issues and challenges to learning and work
Inhoudsopgave
General Introduction – Margaret Malloch, Len Cairns, Karen Evans, & Bridget N. O′Connor
Part 1: Theoretical Perspectives of Learning and Work
Part Introduction – Len Cairns
Chapter 1: Learning and Work: Theories and Developments – Len Cairns
Chapter 2: The Co-Occurrence of Work, Learning, and Innovation: Advancing Workers′ Learning and Work Practices – Stephen Billett
Chapter 3: Learning, Work and Mindfulness: Exploring the Potential of Contemplative Practices in Vocational Education and Training – Terry Hyland
Chapter 4: Integrating Work and Learning in Higher Education and VET: A Theoretical Point of View – Päivi Tynjälä, Hannu L.T. Heikkinen & Eeva K. Kallio
Chapter 5: Heutagogy, Work and Lifelong Learning – Stewart Hase & Lisa Marie Blaschke
Chapter 6: Multi-Level Expansive Learning in Work-Life Networks: Developmental Work Research Perspective – Hanna Toiviainen
Chapter 7: Adaptivity between Professional Learning and Education: Development of Flexible Expertise in Work-Based Settings – Loek Niewenhuis, Lia Fluit & Wietske Kuijer-Siebelink
Chapter 8: The Transformation of Learning: From Learning Organizations to a Landscape of Ecosystems – Maarit H. Virolainen, Hannu L. T. Heikkinen, Sirpa Laitinen-Väänänen, & Juhani Rautopuro
Chapter 9: Studying Diverse Learning Spaces at Work Together with People who Learn and Work: Multiple Levels of Reflection – Elina Maslo
Chapter 10: Liquid Learning: Re-conceiving the Lived-in-World – Terri Seddon
Part 2: Intersections of Learning and Work in Organisations and Beyond
Part Introduction – Bridget N. O′Connor
Chapter 11: From Work-based Learning to Learning-based Work: Exploring the Changing Relationship Between Learning and Work – Victoria J. Marsick, Rachel Fichter, & Karen E. Watkins
Chapter 12: A Dialectical Perspective on Mind, Culture and Occupation as Illustrated by the Case of Nursing in Canada – Peter H. Sawchuk
Chapter 13: The Future is in the Present: Learning and Organizing in the Field of Organizational Learning – Bente Elkjaer
Chapter 14: The Development and Impact of Professional Doctorates – Carol Costley & David Boud
Chapter 15: Critical Reflection, Leadership, and the Public Good: A Chief Learning Officer Perspective – Shahron Williams Van Rooij
Chapter 16: Trends and Directions in Organizational Human Capital Development: Building an Engaging Culture that Supports Learning and Talent Development – Rebecca L. Ray, Amy Lui Abel, & Amanda Popiela
Chapter 17: Motivating the Millennials to Learn and Thrive at Work: How can Mentoring Help? – Rajashi Ghosh & Ague Manongsong
Chapter 18: Executive Coaching in the 21st Century – Marc Sokol
Chapter 19: Digital Learning in Healthcare: Where We Are and Where We Are Going – Elizabeth A. Regan, Ajmal M. Agha, & Robert G. Brookshire
Chapter 20: Digitalization of Work: Challenges for Workplace Learning – Christian Harteis, Michael Goller, & Karl-Heinz Gerholz
Part 3: Learning Throughout Working Lives and Beyond
Part Introduction – Karen Evans
Chapter 21: What′s New about Lifelong Learning, and What does it mean for Working Lives? – Karen Evans
Chapter 22: Biographical Learning and Midlife Career Transitions – Anders Hallqvist
Chapter 23: Smart Learning Cities Promoting Lifelong Learning through Working Lives – Michael Osborne, Srabani Maitra and Agnieszka Uflewska
Chapter 24: Investigating Generations and Knowledge in Workplaces: A Cultural-Historical Approach – Maria Cristina Migliore
Chapter 25: Working at the Boundaries: Learning and Development of Non-Permanent Workers – Helen Bound
Chapter 26: Professional Education, Professional Work, and their Connections: A Conversation – Alison Taylor
Chapter 27: Rethinking International Development, Lifelong Learning, and Work – Moses Oketch
Chapter 28: Challenges Migrant Students Face in Vocational Education and Training: Examples from a Health Care Program – Marianne Teräs
Chapter 29: Use of Intelligent Virtual Assistants in Lifelong Learning for Persons with Visual Impairments – Michele Forbes and Johanna Lasonen
Chapter 30: Enhancing the Life Chances and Social Participation of Young Adults through Workplace Learning – Natasha Kersh, Natalia Zaichenko, & Liudmila Zaichenko
Part 4: Issues and Challenges to Learning and Work
Part Introduction – Margaret Malloch
Chapter 31: Thinking about the Future: The Fourth Industrial Revolution, Capitalism, Waged Labour and Anti-Work – James Avis
Chapter 32: Learning, Work and Education for Sustainability – Frances Quinn, Karsten Zegwaard, Subhashni Taylor, & Neil Taylor
Chapter 33: Technology: Challenges and Issues for Learning and Work – Len Cairns
Chapter 34: Social Media, Learning and Work – Alison Fox
Chapter 35: Approaches to International Comparative Research in Learning and Work – Matthias Pilz & Junmin Li
Chapter 36: Vocational Education and Training in Cuba: A Process of Changes Towards Learning in the Workplace – Margaret Malloch, Juan Alberto Mena Lorenzo, Jorge Luis Mena Lorenzo, Lázaro Moreno Herrera, & Pedro Luis Yturria Montenegro
Chapter 37: Redefining Education and Work Relations: VET Overcoming the Financial Crisis in Spain – Ignacio Martínez-Morales & Fernando Marhuenda-Fluixá
Chapter 38: Vocational Education and Training in Australia: A Shifting Landscape – Margaret Malloch
Chapter 39: Where did the Learning Go? Artificial Intelligence, ′Use Sovereignty′ and ′Pixarfication′ in Factories of the Future – John Preston
Chapter 40: Education 4.0: Is Characterising and Harmonising Intelligences a Way of Thinking about a Pedagogy 4.0 for Higher Education – Andrew Ravenscroft, Phil Richards, & Michael Bunce
Over de auteur
Bridget N. O’Connor, Ph.D., is Professor Emerita, Higher Education and Business Education, New York University where she taught graduate level courses including curriculum development and workplace learning. In addition to her work with SAGE Publishing, her work includes six college-level textbooks related to either end-user computing or learning in the workplace. Bridget chaired AERA’s Special Interest Group Workplace Learning and was president of the Organizational Systems Research Association, and editor of its journal. Bridget was a Peace Corps Volunteer in Kabul, Afghanistan, and a Fulbright Senior Specialist at Victoria University in Melbourne, Australia. She either chaired or served as a member of 60 NYU doctoral committees; several of her students have won national research awards.
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