This study examines Finnish apprenticeship training stakeholders' perceptions of vocational expertise and experiences of workplace learning and guidance. The semi-structured interview data was collected in 2015 in two vocational fields: the social and health care services sector (five workplaces) and the technology sector (five workplaces). The…

Assessment of student learning is a crucial part of quality work—integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases)…

Learning through peer observation in higher education is most frequently investigated from the perspective of the teacher who is observed. What is under-examined is "how" learning arises for the observer by watching a peer in practice. This paper provides insight into this question through an interpretive-phenomenological analysis of a…

Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful…

The issue of modularising vocational education and training (VET) systems has been the subject of heated debate in many European countries. In particular, in Scotland the use of modules within the curriculum has been seen as either restrictive or liberating depending upon the theoretical stance taken. At a more pragmatic level modularisation of…

Purpose: The purpose of this paper is to explore the possibilities for expansive learning during organisational change. It considers the introduction of "lean production" as a disturbance to the existing work practices. Design/methodology/approach: The paper considers two case studies of "lean production" training with…

In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants…

This multiple narrative case study examines the experiences of six science doctoral students from a workplace learning perspective. For each participant, the following were gathered over 2.5 years: biographic questionnaires, 6-10 activity logs of a week's experiences, 2 pre-interview questionnaires, and 2 semi-structured interviews. Amongst the…

This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics' professional development; and, third,…

This paper presents findings of a research project that aimed to critically examine the pedagogical beliefs of work-based learning teachers, and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some…

This study was undertaken to better understand the range of learning practices that academic librarians use throughout their careers, and to explore the ways library schools give students the opportunities to engage in learning methods that they are likely to use in their careers as librarians. The study uses semi-structured interviews with…

Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap…

This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

Our complex and rapidly changing world demands a more nimble, responsive, and flexible Extension organization. The findings from a study involving interviews across a state Cooperative Extension Service paint a picture of organizational learning in Extension. Four key dimensions of learning surfaced. Of particular importance are the application of…

This research set out to explore perceptions about the concept of an emergent learning space within private organisations, as the current literature on learning does not adequately differentiate between organised learning and emergent learning. The research objectives explored the existence of, and perceived level of organisational encouragement…