Surveying the scene: learning metaphors, survey design and the workplace context

Felstead, Alan; Fuller, Alison; Unwin, Lorna; Ashton, David; Butler, Peter; Lee, Tracey

doi:10.1080/13639080500327857

Cited by 93 publications

(76 citation statements)

References 20 publications

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“…Felstead et al (2005) highlight the importance of social relationships and mutual support in the specific context of learning in the workplace. More generally, the importance of peer support in successful WP practice has been long recognised (for example McGivney, 2004).…”

Section: Resultsmentioning

confidence: 99%

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

Cannell¹

2016

Wide Particip Lifelong Learn

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Higher education (HE) in Scotland has some very specific characteristics: a relatively small number of HE institutions (HEIs), nineteen at the time of writing; a strong college sector, which makes a significant contribution to the provision of HE; an all through credit and qualifications framework, designed to support transitions between different parts of the education system and through the lifecourse; no fees for fulltime HE and more than fifteen years of policy initiatives aimed at (WP). Despite all this, unequal access between different socio-economic groups has remained stubbornly persistent. Moreover, the numbers of mature and part-time students in both the university and college sectors have declined. This paper looks at some of the evidence from the Opening Educational Practices in Scotland project, which is exploring the interface between open education and WP. In the context of the widespread availability of digital devices and the rapid increase in free, open online resources, are there new strategies to promote WP and lifelong learning?

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Section: Resultsmentioning

confidence: 99%

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

Cannell¹

2016

Wide Particip Lifelong Learn

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“…Исследования в области ОСР говорят о том, что наиболее эффектив-ным и ценным для работающих людей является такое обучение, которое происходит «посредством работы» (learning through work) на деятельнос-тном уровне, в ходе решения непрограммируемых производственных за-дач на рабочем месте [12][13][14][15]. В этом и есть существенное отличие ОСР от традиционного обучения, включающего кейсы с правильными ответами, или от использования образовательных программ с отрывом от рабочего места (off-job programmes).…”

Section: университеты отвечают на вызовunclassified

A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Talbot¹,

Costley²,

Дремина³

et al. 2017

Obraz. nauka

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Аннотация. Цель публикации -показать наиболее важные элементы и представить организационные и теоретические основы обучения, совме-щенного с работой (ОСР -англ. WBL).Методы. В работе использовались методы системного и сравнительного анализа, моделирования, синтеза и обобщения.Результаты. В обзорном порядке кратко изложены особенности социаль-ных характеристик студентов, предпочитающих обучение по программам ОСР; актуальные требования работодателей к качеству подготовки кадров; новая по-литика вузов в организации обучения и их вклад в создание инновационных об-разовательных пространств на рабочем месте; имеющиеся проблемы в установ-лении долгосрочных партнерских отношений вузов и предприятий и способы преодоления данных проблем; организационные и теоретические основы ОСР. Выдвинут ряд критических замечаний относительно программ ОСР. Подчеркну-та значимость трансдисциплинарной рамки для обучающихся, которая позволяет им самостоятельно управлять процессом обучения. При проведении обзора авто-ры ссылаются преимущественно на опыт университетов Великобритании, а так- Образование и наука. Том 19, № 6. 2017/The Education and Science Journal. Vol. 19, № 6. 2017 92 же на практику высших учебных заведений других англоязычных стран (Австра-лии и США), успешно развивающих рассматриваемый концепт.Научная новизна. Впервые в российской научной педагогической лите-ратуре предлагается аналитический обзор организационных и теоретических аспектов и проблем обучения, совмещенного с работой, -формы приобрете-ния высшего образования, получившей широкое распространение в англо-язычных странах за последние 25 лет.Практическая значимость. Информация, представленная в работе, мо-жет быть полезна руководителям и преподавателям системы высшего образо-вания, методистам высшего и среднего профессионального образования, а также службам по обучению и повышению квалификации персонала высо-котехнологичных производств.Ключевые слова: обучение, совмещенное с работой (ОСР), трансдисцип-линарное обучение, инновационное обучение, образовательная программа, обра-зовательный контракт, партнерство, валидация неформального и спонтанного обучения, тьютор, универсальные жизненные навыки, ECTS, ECVET.Благодарности. Это исследование частично было поддержано: Abstract. The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. A REVIEW OF THE BASIC ELEMENTS, ORGANIZATIONAL AND THEORETICAL FOUNDATIONS OF WORK-BASED LEARNING (WBL) IN THE HIGHER EDUCATIONMethodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used.Results. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at work...

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“…Training is often seen as something that an organisation imposes on its employees, who may view this as an irritation, perhaps even a burden. Learning, on the other hand, is often something that someone would do in their own time (Felstead, Fuller, Unwin, Ashton, Butler & Lee, 2005). The participants in this study expressed their concern with the competence and skills levels of HR managers who are responsible for skills development in organisations.…”

Section: Recruitment and Selectionmentioning

confidence: 99%

Human resources managers as custodians of the King III code

Beer¹,

Toit²

2015

SAJEMS

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The objective of this research was to perform an exploratory study on the knowledge and understanding of the King III code among Human Resources (HR) managers in South African companies. The King III code is a comprehensive international corporate governance regime which addresses the financial, social, ethical and environmental practices of organisations. HR management plays a role in managing corporate governance by using the King III code as a guideline. The main research questions were: Does HR management know, understand, apply, and have the ability to use the King III code in terms of ethical decision-making? What role does HR management play in corporate governance? A random sample of available HR managers, senior HR consultants and HR directors was taken and semi-structured interviews were conducted. The results indicated that the respondents had no in-depth knowledge of the King III code. They did not fully understand the King III code and its implications nor did they use it to ensure ethical management. The themes most emphasised by the participants were: culture, reward and remuneration, policies and procedures and performance management. The participants emphasised the importance of these items and HR's role in managing them.

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Surveying the scene: learning metaphors, survey design and the workplace context

Cited by 93 publications

References 20 publications

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Human resources managers as custodians of the King III code

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