R. Remedios and N. Boreham
Journal of Education and Work, vol.17, 2004, p.219-235
The article examines whether changing working practices and organisational learning initiatives have an impact on employees' motivation. Eighteen employees in a UK petrochemical company were questioned as to their experiences of four new working initiatives. Results show that in general the initiatives did promote knowledge sharing and learning but also highlight that the way initiatives are presented is key to their success.
M. Ramsden, R.J. Bennett and C. Fuller
Journal of Education and Work, vol.17, 2004, p.139-165
Learning Partnerships were developed in 1998 to improve supply and demand decisions in post-16 education by encouraging joint planning between local partners. The article describes their development and analyses their success. It finds that although the Partnerships have been a success in Scotland, the experience in England, and to a lesser extent Wales, has not been so positive as strategic policy arrangements have continued to be a dominant force.
P. Hodkinson and H. Hodkinson
Journal of Education and Work, vol.17, 2004, p. 167-182
The article explores workplace learning by examining the relationship between individual learners' positions and dispositions, and their learning within the workplace community and practices. A case study of two secondary school teachers is used to illustrate these relationships.
Journal of Education and Work, vol.17, 2004, p. 197-217
The article explores work-based learning in the context of current changes taking place in vocational education and training in England. It seeks to locate these within an understanding of the economy and the way in which work-based knowledge is constructed. It explores the policy concept of work-based learning and analyses the literature on, and young people's experiences of, the policy. It concludes that the underlying assumptions of work-based learning must be reviewed and spaces for progressive practice sought if the initiative is to move beyond simply being a form of occupational socialisation.