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

Record type: Article

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.

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Citation

Felstead, Alan, Fuller, Alison, Unwin, Lorna, Ashton, David, Butler, Peter and Lee, Tracey (2005) Surveying the scene: learning metaphors, survey design and the workplace context Journal of Education and Work, 18, (4), pp. 359-383. (doi:10.1080/13639080500327857).

More information

Published date: December 2005

Identifiers

Local EPrints ID: 58875
URI: http://eprints.soton.ac.uk/id/eprint/58875
ISSN: 1363-9080
PURE UUID: 71a99129-99cb-4214-86fe-40ea05b95d6b

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Date deposited: 19 Aug 2008
Last modified: 17 Jul 2017 14:26

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Contributors

Author: Alan Felstead
Author: Alison Fuller
Author: Lorna Unwin
Author: David Ashton
Author: Peter Butler
Author: Tracey Lee

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