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Journal articles on the topic 'Workplace learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Elkjaer, Bente, and Niels Christian Mossfeldt Nickelsen. "Intervention as workplace learning." Journal of Workplace Learning 28, no. 5 (2016): 266–79. http://dx.doi.org/10.1108/jwl-09-2015-0064.

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Purpose The purpose of this paper is to illustrate how workplace interventions may benefit from a simultaneous focus on individuals’ learning and knowledge and on the situatedness of workplaces in the wider world of changing professional knowledge regimes. This is illustrated by the demand for evidence-based practice in health care. Design/methodology/approach The paper is based on a case study in a public post-natal ward in a hospital in Denmark in which one of the authors acted as both a consultant initiating and leading interventions and a researcher using ethnographic methods. The guiding

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Courtney, Hazel. "Improving Workplace LearningImproving Workplace Learning." Nursing Standard 21, no. 25 (2007): 24. http://dx.doi.org/10.7748/ns2007.02.21.25.24.b583.

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Rose, Amy D. "Workplace Learning." Adult Learning 8, no. 4 (1997): 5–7. http://dx.doi.org/10.1177/104515959700800402.

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Dornan, Tim. "Workplace learning." Perspectives on Medical Education 1, no. 1 (2012): 15–23. http://dx.doi.org/10.1007/s40037-012-0005-4.

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Fjellström, Magnus, and Per Kristmansson. "Learning as an apprentice in Sweden." Education + Training 58, no. 6 (2016): 629–42. http://dx.doi.org/10.1108/et-12-2015-0113.

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Purpose – The purpose of this paper is to compare, and identify both similarities and differences in, affordances for vocational learning in two contrasting education systems, for construction worker and shop salesperson apprentices, in Swedish contexts. Design/methodology/approach – Data were collected through interviews and observations in two research projects, each addressing relevant aspects of one of the focal educational systems. A framework consisting of identified goals, activities and guidance was applied in the analysis. Findings – The results show that the affordances for learning

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van der Bijl, Andre, and Vanessa Taylor. "Nature and Dynamics of Industry-Based Workplace Learning for South African TVET Lecturers." Industry and Higher Education 30, no. 2 (2016): 98–108. http://dx.doi.org/10.5367/ihe.2016.0297.

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This article reports on the findings of an industry workplace experience project involving lecturers in South Africa's technical and vocational education and training (TVET) colleges, against the backdrop of new legislation and the realization that college lecturers' industry-related skills are in question. Its focus is on the nature of TVET lecturer industry-based workplace learning and the internal dynamics of its implementation in the college and employer systems. The article provides background on workplace-based learning for TVET lecturers and contrasts this form of workplace learning wit

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Linton, Frank, and David House. "Accelerating workplace learning." International Journal of Continuing Engineering Education and Lifelong Learning 12, no. 5/6 (2002): 419. http://dx.doi.org/10.1504/ijceell.2002.002143.

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Nikolova, Irina, Joris Van Ruysseveldt, Karen Van Dam, and Hans De Witte. "Learning Climate and Workplace Learning." Journal of Personnel Psychology 15, no. 2 (2016): 66–75. http://dx.doi.org/10.1027/1866-5888/a000151.

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Abstract. In the current study, we propose that organizational learning climate in terms of facilitation learning climate, appreciation learning climate, and error-avoidance climate has the capacity to enhance employees’ level of newly acquired competences. Additionally, we investigated whether this relationship holds when employees face work restructuring. Structural equation modeling was used to test the hypotheses on a large sample of the Dutch working population (N = 1,013). The results showed that work restructuring moderated the hypothesized relationships. Under conditions of high restru

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Illeris, Knud. "Workplace learning and learning theory." Journal of Workplace Learning 15, no. 4 (2003): 167–78. http://dx.doi.org/10.1108/13665620310474615.

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Darrah, Charles. "Workplace Training, Workplace Learning: A Case Study." Human Organization 54, no. 1 (1995): 31–41. http://dx.doi.org/10.17730/humo.54.1.b157846883363978.

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Kärkkäinen, Katarzyna, Maarit Hannele Virolainen, Anne Virtanen, and Päivi Tynjälä. "Work-Based Learning in Migrant Education: The Case of Finnish Vocational Education." Social Sciences 14, no. 5 (2025): 275. https://doi.org/10.3390/socsci14050275.

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This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product factors), as well as the literature on learning and working in a new linguistic and cultural context. The data were collected through individual interviews (n = 11) and a group interview (n = 6) with migrant students and individual interviews with vocationa

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Laaksonen, Hannele, and Satu Hietala. "Learning from Fun Leadership Experiences." Athens Journal of Social Sciences 10, no. 1 (2022): 9–24. http://dx.doi.org/10.30958/ajss.10-1-1.

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The low appeal of nursing is currently a challenge in Finland and many other countries. Retaining factors that would keep nurses within the field have been discussed, as have attracting factors that would draw new workers to the field. Finnish discourse often focuses on the heaviness of nursing, shift work, bad leadership and low work wellbeing. The last can be influenced by many things, such as the use of humor. Workplaces can learn to use positive humor, which raises spirits and increases a sense of community. The purpose of this study was to survey fun workplace experiences in the social an

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Hörkkö, Eeva, Heikki Silvennoinen, and Tero Järvinen. "Henkilöstön suosimat työssä oppimisen muodot." Hallinnon Tutkimus 38, no. 2 (2020): 73–88. http://dx.doi.org/10.37450/ht.97987.

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Personnel’s preferred ways of workplace learningThe aim of the study is to analyze different ways of workplace learning, particularly the connec tions between workplace learning and one’s gender, age and organizational hierarchy position. The survey conducted among the Finnish water utilities’ personnel (N = 412) draws on three metaphors of learning, namely acquisition, participation and knowledge-creation. According to the results, knowledge acquisition and knowledge creation are predicted by organizational hierarchy position and learning by participation is predicted by gender and age. The r

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Rowland, Paula. "Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View." Journal of Continuing Education in the Health Professions 43, no. 4S (2023): 30–34. http://dx.doi.org/10.1097/ceh.0000000000000531.

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Abstract: This Foundations paper introduces the “Working as Learning Framework (WALF)” to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of “expansive learning environments” and “restrictive learning environments.

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Green, Annette, and Erica Smith. "Foot in both camps." Australian and International Journal of Rural Education 12, no. 2 (2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.

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It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of w

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Alkema, Anne. "Hīnātore: Upskilling Māori and Pacific Workplace Learners." Literacy and Numeracy Studies 27, no. 1 (2020): 1–16. http://dx.doi.org/10.5130/lns.v27i1.6833.

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Hīnātore: Upskilling Māori and Pacific workplace learners research project investigated the development of employees who undertook literacy and numeracy programmes in their workplaces, during work time. This paper describes the findings from the project in relation to the processes used in the programmes and outcomes for these employees in eight workplaces. It describes ako (teaching and learning processes); mahi (work), how workplaces support learning and employees’ changed ways of working after a programme; and how learning is taken into and contributes to whānau/aiga (family) lives.

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Hetzner, Stefanie, Helmut Heid, and Hans Gruber. "Using workplace changes as learning opportunities." Journal of Workplace Learning 27, no. 1 (2015): 34–50. http://dx.doi.org/10.1108/jwl-12-2013-0108.

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Purpose – This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived psychological safety in work relations with colleagues and supervisors on individuals’ reflection at work. Design/methodology/approach – A sample of 84 client advisors who had recently been affected by major changes in retail banking workplaces participated

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Shrivastava, Saurabh RamBihariLal, and Prateek Saurabh Shrivastava. "Maximize Workplace-Based Learning Through Application of Learning Theories." Journal of the Scientific Society 51, no. 2 (2024): 125–28. http://dx.doi.org/10.4103/jss.jss_226_22.

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Workplace-based learning refers to a learning experience that enables medical students to acquire knowledge and skills via supervised application of their professional roles in authentic workplace settings. The learning triad in workplace learning comprises patients, medical students, and doctor–teacher. The success and effectiveness of workplace-based learning will eventually be determined by the kind of interaction and relationship between these stakeholders. There are three components of workplace learning, namely task, context, and learner. Learning theories occupy a special place in not o

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Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.

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This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context

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Hur, Hyo In. "Critical Workplace Learning through Struggles Against Workplace Bullying." Korean Society for the Study of Lifelong Education 26, no. 1 (2020): 103–35. http://dx.doi.org/10.52758/kjle.2020.26.1.103.

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Leeder, Thomas M., Kate Russell, and Lee C. Beaumont. "“Learning the Hard Way”: Understanding the Workplace Learning of Sports Coach Mentors." International Sport Coaching Journal 6, no. 3 (2019): 263–73. http://dx.doi.org/10.1123/iscj.2018-0069.

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The purpose of this study was to understand the workplace learning of sports coach mentors. Semi-structured interviews were conducted with 18 coach mentors employed by a sport governing body (SGB) as part of a formalised mentoring programme. ‘Current’ coach mentors (n = 9) had been employed for a minimum of one year by the organisation and were all interviewed once. ‘New’ coach mentors (n = 9) were all interviewed twice, once at the start of their employment and once again 9 months later. Moreover, regional mentors (n = 8) who oversee the training and practice of the coach mentors participated

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Rassameethes, Bordin, Kongkiti Phusavat, Zbigniew Pastuszak, Achmad Nizar Hidayanto, and Jukka Majava. "From training to learning: Transition of a workplace for industry 4.0." Human Systems Management 40, no. 6 (2021): 777–87. http://dx.doi.org/10.3233/hsm-211533.

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BACKGROUND: Transition into Industry 4.0 has had many significant impacts. Customization symbolizes leanness, flexibility, adaptability, and agility. A business operator needs to recognize the factors that contribute to better utilization of the talents of its workforce and more effective workplace learning. OBJECTIVE: The study aims to provide a construct which highlights effective workplace learning. In this context, a construct represents a broad view of various interrelated ideas and concepts which can point to academic and practical implications. METHODS: The study applies action research

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Berryman, Sue E. "Learning for the Workplace." Review of Research in Education 19 (1993): 343. http://dx.doi.org/10.2307/1167346.

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Geertshuis, Susan, Mary Holmes, Harry Geertshuis, David Clancy, and Amanda Bristol. "Evaluation of workplace learning." Journal of Workplace Learning 14, no. 1 (2002): 11–18. http://dx.doi.org/10.1108/13665620210422398.

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O'Connor, Bridget N. "The workplace learning cycle." Journal of Workplace Learning 16, no. 6 (2004): 341–49. http://dx.doi.org/10.1108/13665620410550312.

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Hodkinson *, Heather, and Phil Hodkinson. "Improving schoolteachers' workplace learning." Research Papers in Education 20, no. 2 (2005): 109–31. http://dx.doi.org/10.1080/02671520500077921.

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Cormier-MacBurnie, Paulette, Wendy Doyle, Peter Mombourquette, and Jeffrey D. Young. "Canadian chefs’ workplace learning." European Journal of Training and Development 39, no. 6 (2015): 522–37. http://dx.doi.org/10.1108/ejtd-01-2015-0003.

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Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings sugg

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28

Goodenow, Ronald K. "Learning in the workplace." International Journal of Educational Development 8, no. 4 (1988): 331–32. http://dx.doi.org/10.1016/0738-0593(88)90022-3.

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Margaryan, Anoush. "Workplace learning in crowdwork." Journal of Workplace Learning 31, no. 4 (2019): 250–73. http://dx.doi.org/10.1108/jwl-10-2018-0126.

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Purpose This paper aims to explore workplace learning practices within two types of crowdwork – microwork and online freelancing. Specifically, the paper scopes and compares the use of workplace learning activities (WLAs) and self-regulatory learning (SRL) strategies undertaken by microworkers (MWs) and online freelancers (OFs). We hypothesised that there may be quantitative differences in the use of WLAs and SRL strategies within these two types of crowdwork, because of the underpinning differences in the complexity of tasks and skill requirements. Design/methodology/approach To test this hyp

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Weber, Susanne. "Sense of Workplace Learning." Vocations and Learning 6, no. 1 (2012): 1–9. http://dx.doi.org/10.1007/s12186-012-9092-y.

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Franklin Spikes, W. "Preparing workplace learning professionals." New Directions for Adult and Continuing Education 1995, no. 68 (1995): 55–61. http://dx.doi.org/10.1002/ace.36719956807.

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Sumithra, Sreenath, P. Aswathi K, and Ekbote Gowtami. "A Study on Effective Learning Practices of IT Employees at Bengaluru." Shanlax International Journals of Arts, Science and Humanities 6, S1 (2018): 121–26. https://doi.org/10.5281/zenodo.1403607.

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Learning is considered as an integral part for individual development. In today’s environment learning happens from cradle to grave. From the year 1990, Peter Senge (Fifth Discipline) industries (corporate) were gazing at learning as a part for development of workplace and device new ideas for changing customer needs. As far as learning is concerned, there are many forms of learning for knowledge development and reusing in the society for development. There are some kinds of knowledge like tacit knowledge and explicit knowledge, which are used by human

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Gustavsson, Maria, and Daniel Lundqvist. "Learning conditions supporting the management of stressful work." Journal of Workplace Learning 33, no. 2 (2021): 81–94. http://dx.doi.org/10.1108/jwl-09-2019-0116.

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Purpose From a workplace learning perspective, the purpose of this paper is to explore the relationship between conditions for learning and stressful work and, to analyse the learning conditions that support the management of stressful work. The model of effort-reward imbalance (ERI) is adopted as an indicator of stressful work by measuring the relationship between Effort and Rewards in work. Design/methodology/approach The material consists of questionnaire data from 4,420 employees in ten public and private organisations in Sweden. Findings The results provide evidence that suggests that som

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Rozkwitalska-Welenc, Małgorzata. "Informal learning in new ways of working." WSB Journal of Business and Finance 58, no. 1 (2024): 73–79. http://dx.doi.org/10.2478/wsbjbf-2024-0008.

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Abstract The recent spread of new ways of working (NWW), e.g., telecommuting, hybrid work arrangements, and remote work, has redefined traditional workplace structures. This paper explores the implications of NWW on workplace informal learning through facilitating or hindering learning conditions present in new workplaces. The 3P model of learning guides the analysis. This review paper delves into the conditions facilitating or hindering informal learning in NWW, contrasting recent publications reporting empirical findings. It applies a narrative review method for literature analysis and the 3

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Rozkwitalska, Malgorzata. "Learning experiences in mono-and intercultural workplace interactions – the job-demands-resources approach." Journal of Workplace Learning 31, no. 5 (2019): 305–23. http://dx.doi.org/10.1108/jwl-11-2018-0140.

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Purpose The purpose of this paper is to explore the differences in learning experiences in mono- and intercultural workplace interactions and to address the research question of how employees experience learning in mono- and intercultural interactions. Design/methodology/approach The author reports and compares the main findings from two samples and 63 in-depth interviews with employees involved either in monocultural interactions or intercultural interactions, namely, 25 and 38 subjects, respectively. The abductive approach was used to analyze the data in interplay between empirical findings

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Johnston, Sonja Lynne, and Megan Glancey. "Integrating Mentorship in Workplace-Integrated Learning Curriculum." Papers on Postsecondary Learning and Teaching 5 (February 22, 2022): 34–41. http://dx.doi.org/10.55016/ojs/pplt.v5y2022.73163.

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When instructing and supporting Business Degree students through work-integrated learning (WIL) courses, instructors noted high technical skill competence, but less preparedness pertaining to interpersonal and professional interactions. The inability to effectively navigate relationships and workplace contexts could impact the perceived competence of the student/employee. In increasingly dynamic and challenging workplaces, a graduate’s breadth of skills within both interpersonal and technical competencies are critically important. In this paper, we describe experiences and conditions related t

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Hewett, Suniti, Karen Becker, and Adelle Bish. "Blended workplace learning: the value of human interaction." Education + Training 61, no. 1 (2019): 2–16. http://dx.doi.org/10.1108/et-01-2017-0004.

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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included le

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Fuller, Alison, and Lorna Unwin. "Fostering Workplace Learning: Looking through the Lens of Apprenticeship." European Educational Research Journal 2, no. 1 (2003): 41–55. http://dx.doi.org/10.2304/eerj.2003.2.1.9.

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This article argues that researching the lived reality of apprenticeship in contemporary workplaces provides a useful lens through which workplace learning more generally can be examined. Drawing on data from a 3-year study of the social and pedagogical relationships between apprentices and older workers in the English steel industry, the article proposes that, building on Engeström's work, an ‘expansive’ as opposed to a ‘restrictive’ approach to apprenticeship will not only deliver the broader goals being set for apprenticeship programmes around the world, but will also foster workplace learn

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Hemamalini, N., M. Ramachandran, and Kurinjimalar Ramu. "Exploring the Effects of Work Place Learning in the Robotised Millennium." 1 4, no. 1 (2022): 51–56. http://dx.doi.org/10.46632/cllrm/4/1/7.

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In recent years, technology has required workplace learning, continuous professional development, and general training of employees. However, little research has been done in this area to evaluate the methods and effectiveness of these teaching styles and is welcomed by learners. Learning collection designers often use identical policy collections, targeting students or testifying to the success of younger learning students. The word used to describe the education of a very mature learner (mostly in the workplace) of androgyny (according to the knowledge of androgyny knowledge) should have a v

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Retallick, John, and Susan Groundwater‐Smith. "Teachers’ Workplace Learning and the Learning Portfolio." Asia-Pacific Journal of Teacher Education 27, no. 1 (1999): 47–59. http://dx.doi.org/10.1080/1359866990270105.

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Jackson, Carolyn, and Claire Thurgate. "Action learning: maximizing learning in the workplace." British Journal of Healthcare Assistants 5, no. 9 (2011): 454–56. http://dx.doi.org/10.12968/bjha.2011.5.9.454.

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Georgsen, Marianne, and Charlotte Vange Løvstad. "Use of Blended Learning in Workplace Learning." Procedia - Social and Behavioral Sciences 142 (August 2014): 774–80. http://dx.doi.org/10.1016/j.sbspro.2014.07.614.

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Yap, Kristine, and Sarojni Choy. "Learning and praxis for workplace safety." Journal of Workplace Learning 30, no. 4 (2018): 230–44. http://dx.doi.org/10.1108/jwl-06-2017-0054.

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Purpose This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis. Design/methodology/approach This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held posi

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Theis, Leonie, and Tanja Bipp. "Workplace Goal Orientation." European Journal of Psychological Assessment 36, no. 2 (2020): 399–409. http://dx.doi.org/10.1027/1015-5759/a000522.

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Abstract. We investigated the construct and criterion-related validity of workplace goal orientation via two studies. Aiming to extend prior findings on this construct ( Van Dam, 2015 ), in Study 1 ( N = 334), we inspected the predictive role that learning, performance-approach, and performance-avoidance goal orientation at work play in terms of employees’ learning, task, and contextual performance. In Study 2 ( N = 201), we examined the mediating role of proactive behavior concerning the relationship between workplace (learning) goal orientation and performance. First, we found evidence for t

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Sasmitha, S. Pon, C. Dhanalakhsmi, and M. Bharath. "WORKPLACE LEARNING OF EMPLOYEES & HINDRANCES; NEED OF ORGANIZATIONAL LEARNING APPROACH." International Journal of Research in Commerce and Management Studies 07, no. 03 (2025): 139–49. https://doi.org/10.38193/ijrcms.2025.7311.

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Workplace learning plays a key role in developing individuals & teams and it is highly supporting to the efficient organizational functions for sustainability. The learning occurs in every individual while he faces various workplace situational changes and challenges. It may shape him to become expert in his field. At the same time there are many obstacles the employees face while work in various work situations. This paper has the objectives to explore and discuss the workplace learning of employees, challenges of employees in learning and to establish the need of learning organization st

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Pang, Priscilla. "Directives in Professional Kitchens and Potential Learning Opportunities." Applied Linguistics 40, no. 5 (2018): 754–72. http://dx.doi.org/10.1093/applin/amy017.

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AbstractThere has been to date a long tradition of research in workplace discourse. The bulk of the research has focused on professional white-collar workplaces, but a handful of studies have examined working-class settings such as factories and building sites. This area of research has, however, been concerned with interactions involving co-workers. Studies examining interactions between newcomers and experienced others, such as Holmes and Woodhams (2013), are rare. Using data collected in the working-class setting of the professional kitchen, the current study presents interactions between n

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Schiepers, Mariet, and Nuffel Helena van. "A Blended Approach to Second Language Learning at the Workplace: Also Suitable for LESLLA Learners?" LESLLA Symposium Proceedings 13, no. 1 (2019): 120–35. https://doi.org/10.5281/zenodo.8104739.

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Workplace language learning provides a powerful, task-based learning environment for adult L2 learners, which allows the embedding of SLA in real life situations and job-related tasks. Considering the advance of technology in educational settings, this paper wants to explore if and to what extent workplace language learning can be further improved by blending the prevalent face-to-face instruction with technology-mediated learning. What are the possibilities and benefits of technology in task design and the planning of L2-learning paths? To this end, we conducted field experiments with technol

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Neher, Margit Saskia, Christian Ståhl, and Per Nilsen. "Learning opportunities in rheumatology practice: a qualitative study." Journal of Workplace Learning 27, no. 4 (2015): 282–97. http://dx.doi.org/10.1108/jwl-07-2014-0054.

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Purpose – This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach – Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning. Findings – The typology was adjusted to fit the categories resulting from the analysis. Further analysi

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Ball, Malcolm. "Learning, labour and union learning representatives: promoting workplace learning." Studies in the Education of Adults 43, no. 1 (2011): 50–60. http://dx.doi.org/10.1080/02660830.2011.11661603.

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Fleming, Jenny, and Neil J. Haigh. "Using sociocultural insights to enhance work-integrated learning." Higher Education, Skills and Work-Based Learning 8, no. 4 (2018): 395–407. http://dx.doi.org/10.1108/heswbl-09-2017-0071.

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Abstract:

Purpose When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport unde

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