Creating and Using Knowledge

This chapter argues that the productive systems of 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 approaches are utilized to the benefit of the organization and employees (though not, necessarily, in a reciprocal manner), but others are buried within everyday workplace activity (see Billett, 2001).

[1]  F. Wilkinson.  Productive Systems and the Structuring Role of Economic and Social Theories , 2002 .

[2]  M. Eraut,et al.  Learning in the professional workplace: relationships between learning factors and contextual factors , 2004 .

[3]  David Ashton,et al.  Supporting Workplace Learning for High Performance Working , 2004 .

[4]  Alan Felstead,et al.  Are Britain's Workplace Skills Becoming More Unequal? , 2000 .

[5]  L. Unwin,et al.  Surveying the scene: learning metaphors, survey design and the workplace context , 2005 .

[6]  Alistair Mutch,et al.  Actors and Networks or Agents and Structures: Towards a Realist View of Information Systems , 2002 .

[7]  Alison Fuller,et al.  Workplace learning in context , 2004 .

[8]  Spencer Johnson,et al.  The One-Minute Manager , 1983 .

[9]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[10]  D. Scholarios,et al.  Organisational commitment among software developers , 2005 .

[11]  P. Hager,et al.  Life, work, and learning , 2001 .

[12]  I. Nonaka,et al.  SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation , 2000 .

[13]  The political economy of skill: a theoretical approach to developing a high skills strategy in the UK , 2004 .

[14]  Y. Engeström.  Expansive learning at work: Toward an activity theoretical reconceptualization. , 2001 .

[15]  Michael Young.  The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning , 1998 .

[16]  L. Unwin,et al.  Looking inside the Russian doll: the interconnections between context, learning and pedagogy in the workplace , 2007 .

[17]  Alison Fuller,et al.  Moving to the music: learning processes, training and productive systems – the case of exercise to music instruction , 2006 .

[18]  David Scott,et al.  Knowledge, power and learning , 2001 .

[19]  Lorna Unwin,et al.  Improving Workplace Learning , 2006 .

[20]  P. Hodkinson,et al.  Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning , 2005 .

[21]  V. Marsick.  Learning in the workplace , 1987 .

[22]  M. Young.  Conceptualizing vocational knowledge , 2007 .

[23]  Hannele Kerosuo,et al.  Boundary crossing and learning in creation of new work practice , 2003 .

[24]  Greg Laugero,et al.  Managing Knowledge , 1998 .

[25]  David Boud,et al.  Productive Reflection at Work: Learning for Changing Organizations , 2006 .

[26]  L. Unwin,et al.  Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation , 2003 .

[27]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[28]  F. Blackler.  Knowledge, Knowledge Work and Organizations: An Overview and Interpretation , 1995 .

[29]  T. Fenwick,et al.  Questioning the concept of the learning organisation , 1998 .

[30]  Michael Eraut,et al.  Transfer of knowledge between education and workplace settings , 2012 .

[31]  R. Samurçay,et al.  Work Process Knowledge , 2002 .

[32]  Sveinung Skule.  Learning Conditions at Work: A Framework to Understand and Assess Informal Learning in the Workplace , 2004 .

[33]  Keith Leslie Whitfield,et al.  High-Performance Workplaces, Training, and the Distribution of Skills , 2000 .

[34]  Jenny Williams.  Work and learning , 2010 .