Surveying the scene: learning metaphors, survey design and the workplace context

Alan Felstead, Alison Fuller, David Ashton, Peter Butler, Tracey Yeadon-Lee

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

The skills debate in many European countries has for many years been preoccupied with the supply of qualified individuals and participation in training events. However, recent case-study work suggests that qualifications and training are partial measures of skill development as most learning arises naturally out of the demands and challenges of everyday work experience and interactions with colleagues, clients and customers. This paper argues that the 'learning as acquisition' and 'learning as participation' metaphors aptly capture these two competing intellectual traditions. The paper outlines an experiment that was designed to give the 'learning as participation' metaphor a firmer survey basis than it has hitherto enjoyed. The results highlight the importance of social relationships and mutual support in enhancing individual performance at work, factors which individual acquisition of qualifications and attendance on courses ignores. The paper also confirms the importance of job design in promoting and facilitating learning at work.
LanguageEnglish
Pages359-383
Number of pages23
JournalJournal of Education and Work
Volume18
Issue number4
DOIs
Publication statusPublished - 2005

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metaphor
workplace
learning
qualification
participation
job design
customer
Survey design
Work place
supply
event
experiment
interaction
performance
Participation
experience
Qualification

Cite this

Felstead, Alan ; Fuller, Alison ; Ashton, David ; Butler, Peter ; Yeadon-Lee, Tracey. / Surveying the scene : learning metaphors, survey design and the workplace context. In: Journal of Education and Work. 2005 ; Vol. 18, No. 4. pp. 359-383.
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Surveying the scene : learning metaphors, survey design and the workplace context. / Felstead, Alan; Fuller, Alison ; Ashton, David; Butler, Peter ; Yeadon-Lee, Tracey.

In: Journal of Education and Work, Vol. 18, No. 4, 2005, p. 359-383.

Research output: Contribution to journalArticle

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