This Handbook provides a state-of-the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field, which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad-based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning.
The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development.
Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning.
In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and ′on the job′ learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional ‘training’ regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress.
The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..
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PART ONE: THEORY
Theories of Work, Place and Learning: New Directions – Len Cairns and Margaret Malloch
Theories of Workplace Learning – Paul Hager
Workplaces and Learning – Knud Illeris
Workplace Learning and the Organization – Alison Fuller and Lorna Unwin
Subjectivity, Self and Personal Agency in Learning Through and for Work – Stephen Billet
Learning in the Workplace: Communities of Practice and Beyond – Len Cairns
Activity Theory and Learning at Work – Yrjo Engestrom
Informal Learning at Work: Conditions, Processes and Logics – Per Erik Ellstrom
Towards a Meta-Theory of Learning and Performance – Darlene Russ-Eft
Knowledge and Workplace Learning – Nicholas M Allix
Rethinking Work-Based Learning: For Education Professionals and Professionals Who Educate – Karen Evans, David Guile and Judy Harris
PART TWO: RESEARCH AND PRACTICE
Researching Workplace Learning: An Overview and Critique – Peter H Sawchuck
How Researching Learning at Work can Lead to Tools for Enhancing Learning – Michael Eraut
Researching Workplace Learning in the United States – Victoria Marsick, Karen Watkins and Bridget N O′Connor
Researching Workplace Learning in Australia – Nicky Solomon and David Boud
Researching Workplace Learning in Europe – Hans Gruber and Christian Harteis
Initiatives in VET and Workplace Learning: A Korean Perspective – Sang-Duk Choi
Age Management in Organisations in the European Union – Gerhard Naegele and Alan Walker
Work and Learning: From Schools to Workplaces – Richard D Lakes
Competency-based Training and its Impact on Workplace Learning in Australia – Allie Clemans and Peter Rushbrook
Work-related Learning in the United States: Past Practices, Paradigm Shifts, and Policies of Partnerships – John M Dirkx
Workplace Learning in East Africa: A Case Study – Martin Mulder and Judith Gulikers
Policies for the Knowledge Economy: Knowledge Discourses at Play – Tara Fenwick
Virtual Workplace Learning: Promises Met? – Robert G Brookshire, Kara M Lybarger and Lynn B Keane
Seeing Workplace Learning through an Emotional Lens – Brenda R Beatty
Towards a Social Ecology of Adult Learning in and through the Workplace – Karen Evans, Edmund Waite, and Natasha Kersh
PART THREE: ISSUES AND FUTURES
Beyond the Workplace: Learning in the Lifeplace – Margaret Harris and Colin Chisholm
Workplace Learning in the Knowledge Economy: The Development of Vocational Practice and Social Capital – David Guile
Workplace Learning and Higher Education – Carol Costley
Identifying and Classifying Corporate Universities in the United States – Amy Lui-Abel
Partnerships Between and Among Education and the Public and Private Sectors – Bridget N O′Connor and Doug Lynch
Brave New Workplace: The Impact of Technology on Location and Job Structures – Elizabeth Regan and Chester Delaney
Technology and Knowledge Management – Jingli Cheng, Su Jin Son and Curtis J Bonk
Workplace Learning: Organizations, Ethics and Issues – Craig E Johnson
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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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