Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments

Alison Fuller, Lorna Unwin, Alan Felstead, Nick Jewson, Konstantinos Kakavelakis

Research output: Contribution to journalArticle

56 Citations (Scopus)

Abstract

This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity. The discussion builds on earlier work where it was argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work. By studying the way in which work is organised (including the organisation of physical and virtual spaces), this research is suggesting that it is possible to expose some of this learning activity as well as to identify examples where new (or refined) knowledge has been created. In this regard, it is argued that it is important to break down conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation and to re-examine knowledge as applied to the workplace. The conclusion focuses on how such an approach, and in particular the use of a productive system analysis, is strengthening the concept of expansive and restrictive learning environments.
Original languageEnglish
Pages (from-to)743-759
Number of pages16
JournalBritish Educational Research Journal
Volume33
Issue number5
DOIs
Publication statusPublished - 1 Oct 2007

Fingerprint

learning environment
workplace
employee
learning
systems analysis
learning method
participation
experience

Keywords

  • Adults
  • Cross-national
  • Workplace
  • Informal learning
  • Skills development

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments. / Fuller, Alison ; Unwin, Lorna; Felstead, Alan; Jewson, Nick; Kakavelakis, Konstantinos.

In: British Educational Research Journal, Vol. 33, No. 5, 01.10.2007, p. 743-759.

Research output: Contribution to journalArticle

@article{324b49e224d9429da034eac53f72c08a,
title = "Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments",
abstract = "This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity. The discussion builds on earlier work where it was argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work. By studying the way in which work is organised (including the organisation of physical and virtual spaces), this research is suggesting that it is possible to expose some of this learning activity as well as to identify examples where new (or refined) knowledge has been created. In this regard, it is argued that it is important to break down conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation and to re-examine knowledge as applied to the workplace. The conclusion focuses on how such an approach, and in particular the use of a productive system analysis, is strengthening the concept of expansive and restrictive learning environments.",
keywords = "Adults, Cross-national, Workplace, Informal learning, Skills development",
author = "Alison Fuller and Lorna Unwin and Alan Felstead and Nick Jewson and Konstantinos Kakavelakis",
year = "2007",
month = "10",
day = "1",
doi = "10.1080/01411920701582397",
language = "English",
volume = "33",
pages = "743--759",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Wiley",
number = "5",

}

TY - JOUR

T1 - Creating and using knowledge: an analysis of the differentiated nature of workplace learning environments

AU - Fuller, Alison

AU - Unwin, Lorna

AU - Felstead, Alan

AU - Jewson, Nick

AU - Kakavelakis, Konstantinos

PY - 2007/10/1

Y1 - 2007/10/1

N2 - This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity. The discussion builds on earlier work where it was argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work. By studying the way in which work is organised (including the organisation of physical and virtual spaces), this research is suggesting that it is possible to expose some of this learning activity as well as to identify examples where new (or refined) knowledge has been created. In this regard, it is argued that it is important to break down conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation and to re-examine knowledge as applied to the workplace. The conclusion focuses on how such an approach, and in particular the use of a productive system analysis, is strengthening the concept of expansive and restrictive learning environments.

AB - This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity. The discussion builds on earlier work where it was argued that organisations differ in the way they create and manage themselves as learning environments, with some conceptualised as ‘expansive’ in the sense that their employees experience diverse forms of participation and, hence, are more likely to foster learning at work. By studying the way in which work is organised (including the organisation of physical and virtual spaces), this research is suggesting that it is possible to expose some of this learning activity as well as to identify examples where new (or refined) knowledge has been created. In this regard, it is argued that it is important to break down conceptual hierarchies that presuppose that learning is restricted to certain types of employee and/or parts of an organisation and to re-examine knowledge as applied to the workplace. The conclusion focuses on how such an approach, and in particular the use of a productive system analysis, is strengthening the concept of expansive and restrictive learning environments.

KW - Adults

KW - Cross-national

KW - Workplace

KW - Informal learning

KW - Skills development

U2 - 10.1080/01411920701582397

DO - 10.1080/01411920701582397

M3 - Article

VL - 33

SP - 743

EP - 759

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 5

ER -