Purpose
Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.
Design/methodology/approach
Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.
Findings
Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.
Originality/value
The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.
Policy and academic circles in India put forth the argument that the country's demographic dividend puts it in an optimal position to win the race between education and technology across nations by expanding higher education opportunities. This article examines the recruitment practices of 13 leading corporations in high-growth sectors in India. Based on detailed qualitative interviews, it explains why these corporations are unlikely to increase the demand for graduates in ways imagined by policy-makers or proponents of skills-biased technological change. Companies in India are locked into an intense 'war for talent', but only for graduates in India's top-tier universities. We argue that there is a close correspondence between India's highly elitist university system and corporate talent management strategies, creating a narrow pool of highly-mobile Indian corporate elite, but resulting in limited prospects for the wider Indian workforce. In this talent market, the success of the top corporate elite rests on keeping the elitist character of higher education, rather than widening labour market opportunities. This paper also seeks to explain why top corporations in India engage in this 'war for talent' when they are not always certain their investments pay off.
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