Work and Learning in Difficult Times

Open access book published by Sense Publishers (now Brill) in 2015 titled 'Work and Learning in Difficult times. 

The book is volume 4 in a series on research on the education and learning of adults, in turn affiliated to The European Society for Research on the Education of Adults (ESREA)

The book is edited by S. Bohlinger, U. Haake, C. H. Jorgensen and H. Toiviainen.

The introductory chapter by the editors is followed by 15 chapters and a closing concluding chapter by the editors.

Chapters are organised into 3 sections covering the micro, meso and macro levels of working and learning.

The Micro level has 5 chapters beginning with H. Toiviainen on 'Configurations of learning in global work'. The chapter reports on a study of how a multinational engineering company, embarked and changing the ways its many global units worked. The study focused on how new networked ways of work practices development and evolved. CHAT (cultural historical activity theory) is used to unpack the complicated relationships, tasks and objectives of the diverse and distributed workforce. Learning for work was found to be undertaken 'under control', through meaningful work and through participation. 

Chapter 3 by S. Kondrup covers 'worker and learner identity: developing an analytical framework'. Uses Archer's critical realist approach and ideas on personal identity with the influences of natural, practical and social concepts, to understand how worker and learning identities develop. Proposes learner identity as being made up of life (historical) experiences, immediate experiences from specific work situations, and objectified (cultural) knowledge.

Then M. Gessler and A-C Hinrichs with a chapter on 'key predictors of learning transfer in continuing vocational training'. Undertakes a thorough examination of the origins, pros and cons of 'transfer of learning'. Proposes a model based on synthesis of the current understandings in the field.

The next chapter is ' Knowledge development in internships: a case study of students' access to tacit and explicit knowledge in blended learning' by S. Dau. Unpacks the foundational understanding of tacit and explicit knowledge and proposes how blended learning provisions opportunities for attaining both.

The last chapter in the section is by G. Sparrhoff  on 'leaderships in times of globalisation and uncertainty'. Summarises understandings of leadership and proposes principles required to lead in a global world.

The next section has 5 chapters.

T. Back covers 'police students values of competence related to professional career' based in Sweden.

Another one in a similar context to the previous chapter with 'police leadership practice in times of uncertainty and organisational turmoil' by O. Linberg, O. Rantatalo and U. Haake.

Then a chapter by K. Kallio on 'Dilemmas in automation engineers' daily work and changing form of learning'. Studies the changing nature of work and learning for automation engineers using CHAT. Outlines the many challenges and requirements to change and adapt across all aspects of engineering including administrative (i.e. accounting) services. 

R. Ronnqvist, A. Wallo, P. Nilsson and B. Davidson contribute to the chapter 'employee resourcing in elderly care: attracting, recruiting and retaining the right competence'

Followed by another chapter by A. Fejes and P. Andersson in a similar context ' recognition of prior learning within elderly care work'

The last section also has 5 chapters.

Beginning with C. H. Jorgensen on 'challenges for work-based learning in VET in the Nordic Countries'

Then 'Vocational education and school to work transitions in Norway by T. Nyen, A. Skaholt and A.H. Tonder

C. Quesada-Pallares, A. Ciraso-Cali, P.Pineda-Herero and A Janer-Hildalgo write on 'training for innovation in Spain: Analysis of its effectiveness from the perspective of transfer of training'.

Another Spanish context chapter with R. M Hernanxes Carrera and E. Lucio-Villegas with 'VET from the perspective of employer associations in Spain.

The last chapter is by S. Bohlinger on 'governing VET in Europe'. Bases discussion on Germany but the chapter undertakes an outline of European VET policy to find out how these impact on VET. 

The conclusion 'contested field of working and learning' by the editors, closes the book.

All in, a good book to consult for key principles in a range of workplace learning concepts. Most of the chapters, utilise authentic studies to build a contemporary evidence base, albeit within a mainly European context, to inform our continued understanding of work and learning.