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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010166727 | HF5549.5.T7 U524 1999 | Open Access Book | Book | Searching... |
Searching... | 33000000002846 | HF5549.5.T7 U524 1999 | Open Access Book | Gift Book | Searching... |
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Summary
Summary
Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organizations. This volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and to propose directions for future developments in both research and practice. Topics covered include:
* expectations of learning at work into the twenty-first century
* learning theories, practice and performance implications
* the relationship between workplace learning and other forms of lifelong learning
* the international developments in competency-based approaches to learning and assessment
* the influence of language, power, culture and gender upon the 'construction' of learning.
Topical and informative, this volume will be an invaluable resource for students and researchers of training, HRD, continuing and adult education.
Author Notes
Ronald Barnett is Professor of Higher Education and Dean of Professional Development, Institute of Education, University of London, UK.
David Beckett is Senior Lecturer in the Department of Vocational Education and Training, University of Melbourne, Australia.
Stephen Billett is Director of the Centre for Learning and Work Research, Griffith University, Brisbane, Australia.
David Boud is Professor of Adult Education and Associate Dean (Research), Faculty of Education, University of Technology, Sydney, Australia.
Elaine Butler is in the Department of Social Inquiry and a member of the Centre for Labour Studies, University of Adelaide, Australia.
Philip C. Candy is Pro-Vice-Chancellor (Scholarship), University of Ballarat, Victoria, Australia.
Catherine Casey is Senior Lecturer in the Department of Management and Employment Relations, University of Auckland, New Zealand.
John Garrick is Senior Research Fellow in the Research Centre for Vocational Education and Training, University of Technology, Sydney, Australia.
Andrew Gonczi is Dean of the Faculty of Education, University of Technology, Sydney, Australia.
Paul Hager is Associate Professor in the Faculty of Education, University of Technology, Sydney, Australia.
Victoria J. Marsick is Professor of Education in the Department of Organization and Leadership, Teachers College, Columbia University, New York, USA.
Judith H. Matthews is Research Fellow in the Graduate School of Management, University of Queensland, Brisbane, Australia.
Belinda Probert is Professor of Sociology and Director of the Centre for Applied Social Research, Royal Melbourne Institute of Technology, Melbourne, Australia.
Nicky Solomon is Senior Lecturer in the Faculty of Education, University of Technology, Sydney, Australia.
Mark Tennant is Professor of Adult Education, University of Technology, Sydney, Australia.
Karen E. Watkins is Professor of Adult Education, University of Georgia, Athens, Georgia, USA.
Table of Contents
| List of illustrations | p. vii |
| List of contributors | p. viii |
| 1 Understandings of workplace learning | p. 1 |
| Part I Context | p. 13 |
| 2 The changing contexts of work | p. 15 |
| 3 Learning to work and working to learn | p. 29 |
| Part II Perspectives | p. 45 |
| 4 New dimensions in the dynamics of learning and knowledge | p. 47 |
| 5 Finding a good theory of workplace learning | p. 65 |
| 6 Past the guru and up the garden path: the new organic management learning | p. 83 |
| 7 Gender workers and gendered work: implications for women's learning | p. 98 |
| Part III Issues in practice | p. 117 |
| 8 Culture and difference in workplace learning | p. 119 |
| 9 Technologising equity: the politics and practices of work-related learning | p. 132 |
| 10 Guided learning at work | p. 151 |
| 11 Is learning transferable? | p. 165 |
| 12 Competency-based learning: a dubious past--an assured future? | p. 180 |
| Part IV Futures | p. 197 |
| 13 Envisioning new organisations for learning | p. 199 |
| 14 The dominant discourses of learning at work | p. 216 |
| Index | p. 232 |
