aalborg universitet practice theory and methodology (de ... · id016 organising learning at work:...

Aalborg Universitet

Practice Theory and Methodology

(De)centring Leaders in Work and Learning?

Buch, Anders; Bach, Søren Blem

Published in:10th International Conference on Researching Work & Learning

Publication date:2017

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Citation for published version (APA):Buch, A., & Bach, S. B. (2017). Practice Theory and Methodology: (De)centring Leaders in Work and Learning?In 10th International Conference on Researching Work & Learning: Transitions, Transformations andTransgressions in Work and Learning & Work and Learning Research (1 ed., Vol. 1). [ID008]

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BOOK OF ABSTRACTS

10th International Conference onResearching Work & LearningTransitions, Transformations and Transgressions in Work and Learning & Work and Learning Research

6–8 December 2017 Rhodes UniversityGrahamstown South Africa

This publication was funded by BANK SETA


BOOK OF ABSTRACTS


T R A N S I T I O N S , T R A N S F O R M A T I O N S A N D T R A N S G R E S S I O N S I N W O R K A N D L E A R N I N G & W O R K A N D L E A R N I N G R E S E A R C H

1

Welcome 5

Plenary Keynote Speakers 6

Pre-conference Workshops 9

Site Visits 10

Book of Abstracts 11

ID001 Tracking and Tracing of Artisans 12

ID002 Occupations,WorkandWork-orientedEducationinDifferentCountries 13

ID003 TheDevelopmentofOccupationalQualifications:HasSouthAfricaEscapedtheFailingsof 14

theNationalQualificationFramework?

ID004 TransformingClassroomLearningthroughtheImplementationofLearningOrganisationPrinciples: 15

A Case Study of Co-curricular Development and Instruction in Canada

ID005 WorkIntegratedLearningthroughR&DProjects:ACaseStudyofStudentParticipationinan 16

IntegrationR&DProjectbetweenUddevallaMunicipalityandUniversityWest,Sweden

ID006 InspiringandEnablingInnovationwithinVET 17

ID007 Work-Integrated Learning and Career Development Learning as Transformative Learning Pedagogies 18

inHigherEducation

ID008 PracticeTheoryandMethodology:(De)centringLeadersinWorkandLearning? 19

ID009 Work-relatedLifelongLearningParticipation:AComparativeStudybetweenNativeandForeign-born 20

Adults in Western Countries

ID010 EnhancingInstitutionalRelationshipsintheContextoftheSouthAfricanNationalQualifications 21

Framework:PolicyinPractice

ID011 QuestionsofRegulation:ProfessionalMilieusandLabourMarketsforAccountingProfessionsin 22

post-Apartheid South Africa

ID012 UnderstandingAdultLearners’Sense-MakingtoInformPedagogicalInnovationsinBlended 23

Learning Environments

ID013 TheInfra-StructuringofAdultLearninginSingapore 24

ID014 Job Crafting Practices of Restaurant Cooks 25

ID015 RenewingWorkers’Education 26

ID016 OrganisingLearningatWork:SimulationExercisesforInter-ProfessionalTeamstoImproveClinical 27

OutcomesofMaternityCare

ID017 AParadigmShiftfor(‘l)earning-a-living’inaPost-IndustrialWorld-of-WorkofMassUnemployment 28

ID018 ACriticalAnalysisofMotivesforParticipationinContinuingProfessionalDevelopment(CPD)inthe 29

OralHygienesectorinSouthAfrica:ACulturalHistoricalPerspective

ID019 FosteringLearner-LearnerInteractionistDynamicAssessmentthroughProcessOrientedEducation 30

ID020 RecognitionofPriorLearning(RPL):TransgressingBoundariesbetweenFormalandInformal 31

Learning – An Epistemological Case Study

ID021 TensionsbetweenOrganisationalandIndividualInterests–TransitionsandTransformationsinthe 32

NegotiatingCommunicationofTrainingNeedswithinEnterprises

ID022 UtilisingStudentHeritageintheLanguageClassroomforMotivationandCulturalUnderstanding 33

Contents

10 T H I N T E R N A T I O N A L C O N F E R E N C E O N R E S E A R C H I N G W O R K & L E A R N I N G | 6 – 8 D E C E M B E R 2 0 1 7 R H O D E S U N I V E R S I T Y

2

ID023 HowisUserInvolvementTransformingProfessionalWork,KnowledgeandIdentities?–Studiesin 34

theDanishHealthSector

ID024 ActivityTheoryandTransformativeAgencyatWork:ThePotentialofDoubleStimulation 35

ID025 Learning,IdentityandTransformativeAgency:AFrameworkforaDevelopmentalStudyof 37

MedicalStudents’LearninginaHealthcareSysteminTurmoil

ID026 Reflectionson‘Non-traditional’StudentsasHigherEducationPolicyConstructsandtheImplications 38

for Student Identity in Work and Learning Contexts

ID027 FosteringPotentialthroughWorkIntegratedLearning:ApplicationsofBehaviouralInsights 39

ID028 OccupationsandOccupationalism:TheEducationalDimension 40

ID029 SkillsandTrainingNeedsinCommunityBasedNaturalResourceManagement 41

ID030 DevelopmentalChangeLaboratoriesbetweenUniversityandWorkinHealthSciences 42

ID032 PrecariousWorkintheFieldofAcademicWork 43

ID033 AnAnalysisofSkillswithintheHorticulturalSectorinSouthAfrica:AValueChainApproach 44

ID034 StudentLearningattheInterfaceofUniversityandIndustry,DemonstratedinFinalYearCivil 45

Engineering Assignments

ID035 LearningtoDealwithPsychosocialStrainsatHospitals 46

ID037 KnowledgeDemocracies 47

ID038 YouthWorkforceDevelopmentinSouthAfrica:AnalysingtheNatureoftheEvidencefrom 48

Programme Evaluations

ID039 ChallengeLab–LearningbyEngaginginSociety’sSustainabilityTransitions 49

ID040 ThresholdConceptsinRadiationPhysicsUnderpinningProfessionalPracticeinRadiationTherapy 50

ID041 Re-employment after Profession Change 51

ID042 ExperiencesofMeaninginPrecariousAcademicWork–InitialAnalysisofanOngoingQualitativeStudy 52

ID043 UnderstandingtheInterfacebetweenSouthAfrica’sPulpandPaperSectorandSkillsRequiredto 53

AdoptBiorefineryTechnologies:ACaseStudy

ID044 QualityofEverydayLifeSupportedbyDigitalServices–ALandscapeofPracticePerspective 54

ID045 Transforming Teaching and Learning through Feminist Pedagogy 55

ID046 ResearchingPracticeandPractisingResearch–AHands-OnApproachtoResearchingInnovation 56

Practices

ID047 NegotiatingProfessionalKnowledgeandResponsibilityinTelecare–Inter-ProfessionalCooperation 57

across Sectors

ID049 TheGreatLicensureAssumption:DeprofessionalisationandHybridisationofEngineeringinCanada 58

ID050 TechnologyatWork–SupportingWorkersandInstitutionsinChangingTimeswithTransformative, 59

ReflexiveMethodologies

ID051 ContradictionintheEcosystem:UnderstandingtheDeclineoftheSouthernCapeFurnitureIndustry 61

ID052 ProfessionalBecomings:LinesofFlightinStudentNurses’ClinicalPlacement 62

ID053 LearningtoTeachinHigherEducation:FormalandInformalLearning 63

ID054 UnhingingParadigmsthroughPraxis:LocatingProfessionalDevelopmentandProfessionalisationin 64

RecognitionofPriorLearningModels

ID055 DoubleStimulationandScalingwithinLearningNetworks:FeaturesofExpansiveSocialLearningin 65

Southern African Social-Ecological Work and Learning Contexts

ID056 ProfessionalDevelopmentinInterculturalCompetenceofAcademicandAdministrativeStaffinLatin 68

AmericanHigherEducationInstitutions

ID057 Exploring Learning Conditions in a Public Service Organisation during a Transformation Attempt 69

ID058 TheRoleofCraft-HubsandPost-SchoolEducationinTextileandClothingSMEDevelopment:AFocus 70

onSouthAfrica’sMohair,ValueAddedThroughDesign


3

ID059 EmployabilitySkillsversusHumanDevelopmentSkills:DilemmasforUndergraduateSociology 71

Students in South Africa

ID061 TheNationalCertificateVocational(NCV)Qualification,ContinuedLearningandEmployment:Tracing 72

theDestinationsofTVETEngineeringCompletersintheNWProvince

ID062 ChangeLaboratorieswithYouthtoReconceptualiseWorkinLenyeVillage 73

ID063 MulticulturalLearningthroughDialogue?ExploringtheLearningProcessofTeachersAttendinga 74

CourseonMulticulturalUnderstanding

ID064 TheInfluenceofBiographiesandIndividualAgencyontheCultureofEmployeeLearning:TheCaseof 75

AdministrativeAssistantsataSouthAfricanUniversity

ID065 TheDeliveryoftheClothingCurriculuminSouthAfricanPolytechnicInstitutions:Towardsa 76

Competitive and Sustainable Industry

ID067 SystemicRelationshipsofSkillsDevelopmentStakeholdersinSupportingGreenEconomyfor 77

AddressingUnemployment

ID068 MeasuringtheImpactofHigherEducationonDevelopmentandSocialChange:ShiftingMethodologies 78

ID069 GreenSkillsintheSouthAfricanSurfaceCoatingsSector:AFocusonthePaintIndustry 79

ID070 Transitions in Care for the Disabled – Assistive Robotics, Tasks and Responsibilities 80

ID071 TransgressionsandTransformationsatWork:TowardsaSocialMediaPracticeamongSwedish 81

MunicipalityCommunicators

ID072 TransformingMunicipalWorkers’Knowledge-SharingPracticestoImproveHealthcareWaste 82

Management:AFormativeInterventionCaseStudy

ID073 ProcessesandLessonsfromResearchingCo-EngagedLearningof‘WaterForFood’inandacross 83

MultipleAgriculturalLearningWorkplacesintheAmanziforFoodprojectintheAmatholeDistrict,

Eastern Cape, South Africa

ID074 NavigatingTransitionsbetweenWorkandFurtherStudy:TheInnerWorkingsandPedagogicAgency 85

of RPL as Specialised Pedagogy

ID075 AnExpandedMethodologicalViewonLearningPathways:ALaminatedSystemsPerspective 86

ID076 Community-EngagedLearningandEmployabilitySkills 87

ID077 RelationalAgencyforSharedUnderstandingsTowardsanIntegratedEducationandTrainingSystem 88

of Quality

ID078 ImplementingResidentialLearningCommunitiesataLiberalArtsCollegeinJapan:ACHATAnalysis 89

ID079 ResearchingGreenWork–AnOpportunitytoRethinkHowWeDetermineSkillsDemand 90

ID080 ExploringConvergenceandDifferencesinTheorisingLearningin,for,andwithWork 92

ID081 LiminalEcologiesofLearning:PerspectivesonLearningandAgency 93

ID082 MethodologyDevelopmentforResearchingWorkandLearning:TheGlowofUnwork?Issuesof 94

Portrayal of Qualitative Research

ID083 DialecticalMaterialistMethodologiesforResearchingWork,Learning,Change:ImplicationsforClass 95

Consciousness

ID084 TransformationoftheProfessionalClassStructure?NegotiatingPower,SkillUseandPolitical 96

AttitudesinEmergent“KnowledgeEconomies”

ID085 TakingCareSeriously:TransformingPracticesbyDesign 97

ID086 TransitionatWork:IntroducingVideo-mediatedConsultationtoCancerRehabilitation 98

ID087 WorkIntegratedLearningforEducators:TheCaseoftheFundisaforChangeTeacherEducation 99

Programme

ID088 MobilisingFreireanPedagogicalPracticesinSouthAfricaandCanadaduringFacilitatorTraining 100

ID089 ExploringaConceptualFrameworkforUnderstandingWorkplaceKnowledge:TheCaseofRPL(APEL) 101

ID090 DataficationofProfessionalPractices:APosthumanExplorationofNewAccountabilitiesandFluencies 102

ID091 TheWorkplaceinTransition:ExploringEmergingChallengesandDemandsforNewCompetence 104


4

ID092 The‘JoblessGeneration’:TheRoleofInternshipsinAddressingUnemploymentamongGraduates 105

ID093 ASkillsInterventionAnalysis 107

ID094 The‘NewSkillsforNewJobs’SkillsDevelopmentInitiativeforInfrastructureDelivery 108

ID095 ASocialExchangeModel:ImplementingEducationandLifelongLearningforSustainableDevelopment 110

ID096 Popular Education at/as Work 112

ID097 AligningPolicy,StrategyandSkillsforSustainability:AnOccupationallyDirectedStudyintoGreen 113

SupplyChainManagementinthePublicSectorinSouthAfrica

ID098 SustainableValueCreation,ConceptFormationandExpansiveLearning:ExploringtheNeed,Potential 115

andMechanismsforChangingBusinessModels

ID099 W(h)itherTVET? 116

ID100 CollaborativePartnershipsbetweenResearchandPractice:ANordicPerspectiveonOpenScience 117

ID101 ProvidingaBridgefromUniversitytoIndustry 118

ID102 ASocietyinFluxandthePurposeandPowerofProfessionalWork:APerspectivefromtheSouth 119

ID103 Workplace-basedLearningProgrammesandtheTransitiontotheLabourMarket 120

ID104 Transitions,TransformationsandTransgressions:ReconceptualisingTeachingPortfoliosasKnowledge 121

Objects in Professional Learning Systems

ID105 AssemblingtheEducator:TransformingTeachingforProfessionalPostgraduateLearning 122

ID106 Before&AfterHigherEducation:CodeClashingandMisrecognition 123

ID107 Comparative Analysis of Intercultural Competence and Interdisciplinary Competence in the

OrganisationalContext:AnExploratoryStudy 124

ID108 Educating in the Anthropocene 125

ID109 ‘SustainabilityStartswithTeachers’:MediatingChange-orientedProfessionalLearningtoEnhance 126

ReflexivePraxisandAgencyinTeacherEducation


5

Welcome

TheLocalOrganisingCommitteewelcomesyoutoRWL10.

TheEnvironmentalLearningResearchCentre(ELRC)atRhodesUniversityhastheprivilegeofhostingthe2017

ResearchingWorkandLearningConference.ThethemeforRWL10is

Transitions, Transformations and Transgressions in Work and Learning & Work and Learning Research

TheResearchingWorkandLearning(RWL)conferenceistheleadinginternationalresearchconferenceseriesin

thefieldofworkandlearning.Establishedin1999byresearchersatLeedsUniversity,itisconvenedeverytwo

years.Itisacriticalplatformforresearchersandprofessionalstoshareresearchinworkandlearning,engagein

dialoguewithcolleaguesandexpertsfromaroundtheworld,deepentheirknowledgeandadvancethefield.The

conference series is organised through the leadership of the RWL International Advisory Committee, in association

withtheJournal of Workplace Learning.

While the organisers have considered a variety of contributions, RWL10 seeks to encourage deliberative

engagementaroundthesequestionsinparticular:

¡ Whattransitions,transformationsortransgressionsareinfluencingworkandlearning,associetiesconfront

socio-ecologicalriskslikeclimatechange,economicstagnation,socialinsecurityandinequalities?

¡ Whataretheimplicationsofthesetransitions,transformationsandtransgressionsforthenatureofwork,

workeridentityandagency,careersandcareerguidance,andwork-basedlearning,amongotherareasof

interest?

¡ Does a focus on broader transitions, transformations and transgressions challenge traditional boundaries

andframingsofworkandlearning,andtherelationshipbetweensociety,economy,educationandwork?

Whatistransformative(ornot)inRWLresearch?

Inthisbookyouwillfindalltheabstractsofpaperstobepresented.Theyarearrangedalphabeticallyaccording

tothefirstauthors’surnames.TheycanalsobeidentifiedbytheirindividualIDnumbers(seetoprightorleftof

eachpage).YoucanusethisIDtolocatethefullpaper(if‘Paperavailable’isprintedbelowtheID)ontheUSBflash

drivewhichyoushouldcollectduringregistration.Papersthathavebeensubmittedalreadycanbefoundhere,as

submittedbytheauthors.Someofthemhavebeenreviewedandedited,othershavenot.Additionalpaperswill

becollectedandwillbemadeavailableontheconferencewebsite(www.rwl10.co.za)assoonaspossible.

WewishyouanenjoyablestayinGrahamstownandastimulatingconference!Mayitinspireusallaswegoforward

inourworkaroundtheworldinWork and Learning Research.


6

Plenary Keynote Speakers

Annalisa Sannino

works at the Centre for Research on Activity, Development and Learning (CRADLE) in the Faculty

of Education at University of Helsinki where she is currently completing a five-year Finnish

Academy research fellowship. She is visiting professor at Rhodes University, South Africa and

at University West, Sweden. Her research is primarily focused on developing an activity-centred

educational theory of transformative agency. Her work demonstrates how transformative

agency can be discursively identified, supported and enhanced within communities, educational

and work activities by means of formative interventions.

Therearenumerousexamplesofresearchonworkandlearningengagedinlocally-initiatedtransformativeeffortsfor

socialjustice.Thefield,however,stilllackscoherentandrobustframeworkstounderstandthedynamicsoflearningand

agencyinvolvedintheseeffortsandtoconcretelysupportthem.Thiskeynotepresentsaconceptualframeworktopush

forwardanactivity-theoreticalagendatowardthisdirection,focusedonthecentralideaoflearningforenactedutopias.

The paper explores, in particular, the participatory processes of expansive learning and transformative agency that led

toandarestillstemmingfromtheFinnishnationalhomelessnessstrategy.

In affluent cities around theworld homelessness is spreading rampantly. Every country in Europe has a crisis with

homelessness,except,inrecentyears,Finland.ThisistheonlynationinEuropethathasbeenabletosignificantlyreduce

homelessness.Long-termhomelessnessinFinlandhasreducedby36%since2008with82%offormerhomelesspeople

maintainingtheirnewhomes.TheaimoftheFinnishhomelessstrategyisnotamodestone:thestrategyaimsatending

homelessness,ateradicatingit–anaimthatcanbeeasilyperceivedasunrealistic,evenutopian.Arecentstudystates

that“byinternationalstandards,Finlandisactuallyclosetoeradicatinghomelessness”(Pleace&Knutagard,2016:437).

Myconceptualframeworkpositionsitselfwithintheperspectiveofafourthgenerationactivitytheory,suggestingaunit

ofanalysisabletograsplong-termremediestopressingsocietalchallenges,sharedexperimentationwithalternatives

to capitalism, and heterogeneous work coalitions operating across local, regional, national and global levels. The

conceptualframeworkbuildsontherationaleofcontradictionstograsptension-drivenprocessesandrelationsthrough

whichlearningandagencyemergeanddevelop.

Undialecticalviewsoflearningandagencynourishthealreadywidespreadbelief,especiallyineconomicallydeveloped

countries,thatalternativestocapitalismentailstartingfromscratch.Infactalternativestocapitalismalreadyexistin

capitalism.Withoutmobilisingdialecticalthinking,however,thesealternativescanhardlybedetectedas“alternatives”.

Duetothepervasive lackofdialecticalculture, researchonworkand learninghasnotyet recognisedtherelevance

ofthesealternativesforthedevelopmentofthefield,eventhoughallthesealternativesinvolvestrong,moreorless

explicitlydefined,informalorformaleducationalcomponents.

ThelearningandagencydisplayedwithintheFinnishstrategyarestronglyfacilitatedwithmaterialaffordanceswhich

havekepttheenactmentofthestrategyinmovementforaperiodoftenyears.Understandinghowthislearningand

agencyemergedandaresustainedisacrucialchallengetomeettheglobaldemandsofequityincontemporarysocieties.

Incontrasttocriticalstudiesonthephenomenonofhomelessness,whichdocumentwrongdoingandscenariosofdespair,

the approachproposedhere prioritises the documentationof howeffective utopian solutionsmay come about by

collectivelyworkingthroughmultipleinterdependentcyclesofexpansivelearningandtransformativeagencybydouble

stimulation.Thisapproachisanalternativetostabilisedviewsofimpossibility that feed stereotypes and prejudices, such

asthosecontributingtothestigmaofpovertywhichfrequentlyhampersinitiativesforthehomeless.

Researching Work and Learning for Enacted Utopias: The Struggle to Overcome Homelessness


7

Weliveinparadoxicaltimes,whenthefreemarketrhetoricistriumphant,yetwhenmoreoftheincomeandpowerare

goingtothosewhouseorbenefitfromnon-marketdevices.

ContrarytoKeynes’predictionof“theeuthanasiaoftherentier”duringthe20thcentury,rentiercapitalismhasflourished

intheneo-liberalphaseoftheGlobalTransformation.Inthenameofpromotingliberalisedmarkets,governmentsand

international agencies have constructed a system that has resulted in a rising share of income going in forms of rent,

linkedtothepossessionofassetsandtheircontrivedscarcity,ratherthantheproductionofgoodsandservices.The

resultantinequalityisnotduetoimprovedbrilliancebythewinnersbuttochangesintherules.Itisneithermorallynor

economicallydefensible.

Threetrendshighlightanimpendingcrisis.First,aglobalintellectualpropertyregimehasbeenconstructed,withpatents

nowworthover$16trillionandrisingremorselessly.Inabeggar-my-neighbourcompetitioninfiscalpolicy,Governments

areboostingtherewardsgoingtoholdersofintellectualproperty.Second,theyareprovidingmoreregressivesubsidies

toattractorretainforeigninvestment.Third,globallytheshareofincomegoingtolabourisshrinking.

Drawingonatrilogyofrecentbooks,thispresentationwilldescribehowrentiercapitalismisbeingstrengthened,how

moreincomeisgoingtotheplutocracyandplutocraticcorporations,andhowtheprecariatisbeingdisadvantagedin

favourofrentiers.1

Thespotlightwillbeontheprecariat,thedefinitionandthereasonsforitsgrowth.Itistheonly‘class’thathasadirect

interestinopposingrentiercapitalism.Sofar,itsrevolthasbeenpopulistandmostlyfannedbythepoliticalright.The

finalpartwillsketchpoliciesforreducinginequalityandeconomicinsecurity,drawingonthesecondbook,APrecariat

Charter.

The Growing Precariat under Rentier Capitalism

Guy Standing

is a Professorial Research Associate, SOAS University of London; Fellow of the Academy of Social

Sciences; and Co-founder and Honorary Co-President of BIEN, the Basic Income Earth Network.

He has been involved in labour research in over 25 countries and has an extensive publications

record. His research work has focused on insecurities faced by workers; labour regulation and

social protection; social and economic security; labour economics; labour, work and occupation;

economic rights and globalisation and social protection policy. His comprehensive analysis of the

global transformation of work and labour will provide useful insights into the conference theme.

1G.Standing,Corruption of Capitalism: Why rentiers thrive and work does not pay(London:Biteback,2016);The Precariat: The New Dangerous

Class (London,Bloomsbury,2011);A Precariat Charter: From Denizens to Citizens (London,Bloomsbury,2014).The Precariat has been

translatedinto20languages,includingKorean.Thelatestbooktakesforwardathemeinthetrilogy:Basic Income…..And how we can

make it happen(London,Pelican,2017).


8

Johnny Sung

is the head of the Centre for Skills, Performance and Productivity at the Institute for Adult

Learning in Singapore. He is an international expert in workforce development, focusing

specifically on training effectiveness and the link between skills policy and business performance.

He is currently leading skills research in Singapore focused on skills utilisation and job quality;

the sectoral approach to skills and performance in key industry sectors; and adult competencies

and job performance. He is also an Honorary Professor at the University of Cardiff (UK) and

Visiting Professor at the University College London (UK).

Thispresentationisconcernedwithlinkingskillspolicytosocialprogress. Itchallengestheestablishedviewthatthe

supply-drivenskillspolicyis‘goodenough’.Instead,skillspolicyneedstounderstandwhatgoesonwithintheworkplace

and inparticularwhat influences jobquality, skill utilisationanddiscretionaryeffort. These factorsare important in

organisational performance andworkers’ employment outcomes. This understanding can lead to policy innovation.

Policyexamplesaswellasempiricaldataformpartofthepresentation.

Skills Policy, Business Model and Job Quality for Inclusive Society

TheEnglishhistorianEHCarrusedtosaythatwhatyouseedependsonwhichsideofthemountainyoustand.Istand

onthesoutherntipofAfrica,inJohannesburg,acitybuiltongold.Butnowthattheownersfeelthesegoldminesare

nolongerprofitable,theyhaveabandonedthem,leavingbehindunprotectedholesintheopenfields.Todaydesperate

menandwomengodeepintotheseabandonedtunnelsinsearchofgold.Theyrisktheirlivesinthesedangerousand

darkplacestosearchforalivelihood.

I see a changingworldofworkwhich shares certain similaritieswith the “advanced” industrialworldbut I also see

importantdifferences.Iwouldarguethatthehistoryandlegacyofcolonialism,aswellasthepoliciesofliberalisation,are

impactingonAfricainwaysthatarequitedifferentfromworkers’experiencesintheNorth.Itisnotonlythattherehas

neverbeena‘goldenage’ofdecentworkinthecolonialworkplace.Whenonegoesbeyondtheworkplaceintosociety–

thehousehold,thesquattercamps,theruralareas–thesedifferencesbecomeclear.InAfricathecrisisisnotsimplyover

jobs;itisacrisisovertheveryreproductionofsocietyitself.

Thefutureofworklooksbleak:eitheryouaredrawnintothenewworldofhyper-competition,workinglonghoursin

increasinglydemandingconditions,oryoujointhegrowingnumbersofunemployedwhostruggletosurviveintheurban

andruralslumsoftheworld.Butanalternativeisemerging:acombinationofpolicyinnovationsfromaboveandnew

formsoforganisingamongstprecariousworkerscouldchallengetheideathatbadjobsareinevitable.Thiswillbethe

focusofmypaper:theseinnovationsandtheirimplicationsforlearning.

The Future of Work: Its Implications for the World of Learning

Edward Webster

is a Research Professor in the Society, Work and Development Institute (SWOP) at the University

of the Witwatersrand. He is the author of seven books and over one hundred academic

articles. He pioneered the academic study of labour in South Africa and has contributed to the

development of many key industrial relations actors in South Africa. His most recent co-authored

book Grounding Globalisation: Labour in the Age of Insecurity was awarded the prestigious

American Sociological Association award for the best scholarly monograph published on labour.


9

Pre-conference Workshops

Workshop 1

Tracer Studies: Methodologies and Reflections

Convenors:Dr Angelique Wildschut, Dr Michael Rogan and Dr Hersheela Narsee

This3-hourworkshopwillexploretracerstudiesasaresearchmethodologyandtheassociateddesignandconceptual

challenges,andreflectontheirlimitationsbutalsotheinsightsandanalysesthesestudiesallow.DrNarseewillshare

theDepartmentofHigherEducationandTraining’sviewandexperienceinthemovetowardsinstitutionalisingtracer

studiesacrossSouthAfrica’spost-schooleducationandtrainingsystem.

Workshop 2

Activity-Theoretical Analyses of Change Laboratory Interventions

Convenors:Prof Yrjö Engeström and Associate Prof Annalisa Sannino

This 3-hour workshop aims at acquiring knowledge and competences for analysing data from Change Laboratory

interventionswith the help of conceptual tools from cultural-historical activity theory and the theory of expansive

learning.TheChangeLaboratoryisaformativeinterventionmethodbasedoncollaborationbetweenresearchersand

practitionersincommunities,workplacesandeducationalsettings.

Workshop 3

Vocational Pedagogy

Convenors:Prof Volker Wedekind and Prof Joy Papier

This3-hourworkshopaimstoexploretheconceptofvocationalpedagogy,whetheritisdistinctfromgeneralpedagogy,

and the implications for vocational teaching and the preparation of teachers. It explores the tension of vocational

teacherswhohavetofaceboththedisciplinaryknowledgebaseonwhichskilledworkreliesandtheworldofwork,which

requiresthemtobeembeddedintheworkprocessesandidentityoftheworkers,oftenwithhighlycontext-specificor

situatedknowledge.Thistensionsitsattheheartoftheworkofavocationalteacher,whoneedstobeabletoinduct

studentsintospecificworkknowledgeandpractices,andgivethemepistemicaccesstothedisciplinaryknowledgethat

underpinsthework.


10

SiteVisits

Site Visit 1

Bathurst Art Collective (fulldaytour)

Acomfortableone-hourbusdrive throughthe ruralEasternCapetakesus to thevillageofBathurst,whereartists,

academicsandamaXhosafamiliesseekagoodqualityoflifeamidtheever-presentthreatofpoverty.Fromthistranquil

haven,artistscreateproductsfornationalhigh-endchainstoresandboutiques,intheprocessalsocreatingmarketsfor

locallyproducedfabricsandopportunitiesforotherstomakealivingthroughartsandcrafts.Meetthewomenwho

seizedtheopportunitytomakeanovelkindoflivingwhereunemploymentisrife.Enjoythescenery,thecreativityand

thelocalproducewhilecontemplatinghowworkandlearningcanbeenhancedthroughglobalconnectionsandwell-

usedtechnologyincountrysidepockets.

Site Visit 2

Eastern Cape Midlands College, Volkswagen plant and Addo National Park (fulldaytour)

Ourbuswilltakeus135kmsouthofGrahamstowntotheindustrialareaofUitenhage,tovisittheVolkswagenautomobile

productionplantandtheEasternCapeMidlandsCollege,whichservesamongotherrolesasatrainingacademyforthe

EasternCapeprovince’smotormanufacturingindustry.Thecollegeischallengedtoprovidefortheneedsofanadvanced

industrialeconomy,ontheonehand,andawidespreadruralareawithhighratesofunemploymentandpovertyonthe

other,alongwiththeloweducationalachievementinmanyoftheregion’sschools.AttheVolkswagenmanufacturing

plant,wewillseeskillsinaction.Onthewayback,wemaytravelthroughAddoNationalPark,hometothe“bigseven”,

andparticularlywell-knownforcloseelephantsightings.


11

BOOK OF ABSTRACTS


12

Tracking and Tracing of Artisans

Akoobhai, Binaben (SwissSouthAfricanCooperationInitiative)

GraduationDestinationSurveys(GDS)areessentialindeterminingtheuptakeofeducationalprogrammesofferedbythe

labourmarket,thusprovidinganevidence-basedmeansofplanningandpolicydevelopment.Limiteddataisavailable

inSouthAfricaonwhatbecomesofgraduatesaftertheycompletetheirpost-schoolstudies,asveryfewgraduation

destinationsurveyshavebeenconductedtodate.Moreover,verylittledataexistsonwhathappenstoindividualswhile

theyareintraining.

ThispaperlooksattheresultsoftworesearchstudiesconductedbytheSwissSouthAfricanCooperationInitiative(SSACI),

inconjunctionwithNationalArtisanDevelopmentSupportCentre(NADSC),oftrackingindividualsdoingoccupational

trainingwhiletheyareinthesystemaswellaslookingatthelabourmarkettrajectoryofnewlyqualifiedartisans.

Thefirststudyfocusesontrackingindividualsthroughtheirtraininganddevelopmentprogrammesaswellastracing

theirprioreducation,howtheygetontotheprogramme,whopaysfortheirtraining,typeofapprenticeship,relationof

worktotraining,typesofworkplacement,problemsencountered,etc.

The second study focuses on tracking individuals that had learned various trades into the labour market determining

theiremploymentstatus,howtheywentaboutfindingajob,typeofcontract,andtypeofemployer,etc.

ThedatausedforthisstudycomesfromtheNADSC,aninitiativesetupbytheNationalArtisanModerationBody(NAMB),

to establish a central system for gathering, collating and storing up-to-date data on artisans and apprentices across

thecountry.Todate,NADSChasdevisedacentral,web-basede-informationsystemforallavailabledata.However,

NADSChasexperiencedsignificantchallenges,oneofwhich is lackofcapacity toconduct further research intothe

employmenttrajectoriesofnewly-certifiedartisansandthecriticalfactorsthatdeterminethosetrajectories.SSACIhas

beensupportingNADSCinitsresearchactivities.

Keywords:

artisanal trades, apprenticeship, labour market trajectory, contract type, employer type

ID001Paper AVAILABLE


13

ID002Occupations, Work and Work-oriented Education in Different Countries

Allais, Stephanie; Carlo Fanelli; Lazaro Herrera; Lynn Hewlett; Carmel Marock; Hanlie Robertson; Yael

Shalem; Glynnis Vergotine(WitsUniversity,CentreforResearchingEducationandLabour)

This double symposiumwillpresentpreliminaryfindingsandananalysisofthestructureof labourmarketsandthe

educationandtrainingsystems insixcountries:Ghana,Ethiopia,SouthAfrica,Canada,SwedenandSwitzerland.The

maindistinctionbetweenthesecountries(otherthanwealthandlevelofindustrialisation)isthesizeoftheinformal

labourmarketorthesizeoftheunemployedworkforceandtheirrelationstotheprivatesectorandtostateservices.

This is part of a study examining the notion of occupations as away of organisingwork, organising technical and

vocationaleducationandtraining,andsupportingpathwaysfromeducationtowork.Thestudydrawsonthefieldof

institutionalpoliticaleconomywhichprovidesinsightsintothewayscollectivewagebargaining,corporategovernance

andfinancing,labourmarketandstateregulation,andindustrialrelationsaffecteducationandtraining.‘Occupational

identity formation’ isacentral concept in this study,providinga framework for theclaimthatacquisitionofbodies

of knowledge and skill plusmeaningful opportunities to practise know-how (practical knowledge), strengthen the

abilityofanoccupationtoregulateandprotect‘work’andtoformorganisedandregulatedoccupationsorprofessions.

Ultimately,theaimoftheprojectistoidentify the social mechanisms that strengthen and/or weaken the relation

between education and the labour market.

Thecurrentphaseoftheprojectfocusesonthedevelopmentofanoverviewoftheoccupationalstructureandtheways

inwhichoccupationsareorganisedandregulatedacrossthecountries.Weaimtodevelopapictureatthebroadest

possible levelof the labourmarket–what it looks like in termsof levelsofemploymentandunemployment,main

trends intermsofsectorsandlevelsofemployment,whatkindsofworkareregulatedandhow,andwhattypesof

educationandtrainingareofferedineachoftheabovecountries.Thiswillincludetheextentoforganisedoccupations

(includingprofessions). Inotherwords,howmuchofthelabourmarketconsistsoforganisedoccupations,andwhat

arethemechanismsforregulatingoccupations(includinglegalframeworks,regulationofeducationallevelsforentry

intooccupations,andcollectivebargaining).Wearelookingatabroad macro level at the institutions which regulate

occupations, the number of professional/trade bodies with legal responsibility for occupations and what they

have power over, the role of the state, the number of occupations requiring licenses to practise, the points of

regulation, and the nature and extent of collective bargaining across different sectors and levels of the labour

market. This includes lookingatwhetherandhowqualifications relate tooccupations, and the levelsof security in

differentoccupationalcategories,linkedtoconditionsofservice.

Thesymposiumwillprovidethefindingsforeachcountryinthisregard,precededbyanintroductionandoverview,with

somereflectionsonthefindingssofarattheendofthesecondsymposium.

PaperOne: OverviewandintroductionbyStephanieAllaisandYaelShalem

PaperTwo: CanadabyCarloFanelli

PaperThree: GhanabyHanlieRobertson

PaperFour: EthiopiabyLynnHewlettandCarmelMarock

PaperFive: SouthAfricabyGlynnisVergotineandPopopoMohlala

PaperSix: SwedenbyLazaroHerrera

Keywords:

occupations, professional bodies, education, labour market


14

The Development of Occupational Qualifications: Has South Africa Escaped the Failings of the National Qualification Framework?

Alphonsus, Naomi (UniversityofWitwatersrand)

InSouthAfrica,concernsaroundsloweconomicgrowthandhighunemploymenthavegivenrisetocritiquesofpost-

schooleducationandtraining.Thesecritiquesarecentredontheideathateducationandtrainingarenotproducing

therightskillsfortheeconomy.OneoftheSouthAfricangovernment’spolicyinterventionstocreatetherightskills

hasbeenreformingoccupationalqualificationsformid-leveloccupations.Currently,thesequalificationsaredeveloped

usingoccupationaldefinitionswithassociated skills, tasks andduties froman international system foroccupational

classificationsforthelabourmarket.Theoccupationalqualificationoutlineandcurriculumarecreatedbystakeholders

from education and the labourmarket. Occupational qualifications are intended to be significantly different from

previousqualificationscreatedthroughtheNationalQualificationsFramework(NQF).OneofthemanycritiquesofNQF

qualificationswasthecreationofnarrowoutcomesthatwerederivedfromskillsneededorperformanceoftasksinthe

workplacethatmadeitdifficulttodevelopcurricula.Thispaperwillarguethatareviewoftheprocessofdeveloping

occupationalqualificationsshowsthatthisprocessmaynotbeasignificantdeparturefromtheNQFqualificationsand

subsequently,thatthisprocessisvulnerabletothesamecritiquesoftheNQFqualifications.

Keywords:

occupationalqualifications,NationalQualificationsFramework

ID003


15

ID004Transforming Classroom Learning through the Implementation of Learning Organisation Principles: A Case Study of Co-curricular Development and Instruction in Canada

Arulananthan, Niroja (UniversityofToronto)

Sengecoinedtheterm‘learningorganisation’ stating,“Throughlearningwere-createourselves.Throughlearningwe

becomeabletodosomethingwewereneverabletodo.”Sengeunderstoodlearningorganisationsashavingaprocess

tofacilitatelearningcoupledwiththeadeptnessofitspeopletoobtain,create,andshareknowledge.

This approach challenges the traditional boundaries and authorities of classroom instructors and post-secondary

curriculumdevelopersastheworkissharedbyallpartiesinvolved.However,thedeploymentofthelearningorganisation

model’sprinciplesinclassroomshastheabilitytotransformthelearnerandthecommunity,aswellasbridgethegap

betweendisenfranchisedpeoples and institutions. Through aposter presentation, a case study is illustratedwhere

principlesofalearningorganisationwereenactedinco-curriculardevelopmentandinstructionofanEarlyChildhood

Educationcurriculum.

ThecasestudyexaminessevenpartnershipprogrammesbetweentheMeadowLakeTribalCouncil,agrouprepresenting

nineFirstNationscommunities inCanada,andtheSchoolofChildandYouthCareattheUniversityofVictoria.First

Nations communities in Canada have been the subjects of historical and present-day systemic oppression and racism that

hasnegativelyimpactedoncommunityhealthandsocialandeconomicdevelopment.InsertionofFirstNationsvalues

andknowledgeineducationcurriculumareregardedasintegraltotransformtheircommunities.

Throughthepartnership,a‘GenerativeCurriculumModel’wasdeveloped.Itrepresentedanapproachthatprioritises

impactfullearningofcommunityrelevantknowledgesoughtthroughdialogue,open-endedandflexiblecurriculum,and

collaborativelyfacilitatedbyinstructors,studentsandcommunitymembers.

Themodelutiliseddemonstratedstrongevidenceofbenefitstostudents,thecommunitiesthestudentscamefromand

wenttoworkin,andthepost-secondaryinstitutioninvolved.Thelearningtransformationthatoccurredconfrontsissues

ofsocialinequalityamongsttheFirstNationscommunitiesinvolvedinthepartnership.

Keywords:

learning organisation, transformation, classroom learning


16

Work Integrated Learning through R&D Projects: A Case Study of Student Participation in an Integration R&D Project between Uddevalla Municipality and University West, Sweden

Assmo, Per; Thomas Winman (UniversityWest,Sweden)

ThispaperpresentsanexampleofhowtheconceptofWorkIntegratedLearning(WiL)ispracticallyintegratedintotwo

R&DprojectsatUniversityWest(UW)inSweden.WilistheoverarchingprofileatUW,bothintermsofresearchand

education.

The empirical component focuses on the R&D projects that actively include and integrate undergraduate and graduate

studentsfromvariousdisciplines,toworktogetherwithresearchersandexpertsincivilsociety.TheR&Dprojectsare

concernedwithwhatknowledgeisneededandhowintegrationworkercompetencesareinducedandworkedwithto

support integrationof immigrants intosocietywhenavarietyofgovernmentallysupportedactivitieshaveemerged.

Theprojectinvolvesdifferentprofessionalgroupswithdifferentknowledgedomains,andthechallengestheproject

arescrutinisingaremulti-facetedaswell.

Toaddressthechallengesoftheprojects,weidentifiedaneedtoinvolvetheknowledge,methods,terminologyand

expertise fromdifferentdisciplines,aswellas fromvariousprofessionsandsectors.Theprojectdesign isbasedon

theco-productionofknowledgewhereallactorsjointlycontributetoeachother’sdevelopment.Weworkinaninter-

sectoralandinterdisciplinarymanner,whereeveryonecontributestotheproject,makingtheperformanceoftheproject

anarenaforinnovation,collaborationandpublicbenefit.Theresultsandinsightswedevelopwillbeofimportancefor

educationofmunicipalstaff,aswellasforthedevelopmentofintegrationactivitiesandtheprofessionalsinvolved.In

addition,theresultswillcontributetothedevelopmentoftheoriesandknowledgethatare importantforboththe

profession-specificknowledgedomains.

Weworkwith jointseminars,workshopsandR&Dcirclesandthroughtheexchangeof ideas,reflectiveconductand

active participation. The students, researchers and professionals can thereby gain knowledge and experience that

reaches beyond the conventional in-class education. This paper analyses howWiL can developworking styles that

enhancelearningandimproveacademicqualityinhighereducation.

Keywords:

Work Integrated Learning, higher education, integration, participation, co-operation



17

ID006Inspiring and Enabling Innovation within VET

Barabasch, Antje (SwissFederalInstituteofVocationalEducationandTraining)

There has been growing recognition that nurturing students’ creative potential is a valuable, yet often unrealised,

educational goal. Much of the research focusing on creativity is concerned with the individuals’ intellectual skills

promotingcreativity,suchasdivergentthinking.InVETthereislittleresearchdonesofaroncreativitydevelopmentasa

competencethatsupportsinnovationattheworkplace.Movingtowardsafocusonteameffortattheworkplacerequires

anunderstandingofsocialpracticeandinter-subjectivitywhichneedstobeexperiencedwithinVETassupportiveof

creativeprocessesandinnovativepractice.

Thesubjectof inquiryistoelaborateonthequestionsofcreativityunleashingandenhancementinthefieldofVET.

Howcanschoolsprovideopportunities forchoice, imagination,andexplorationasacollaborativeendeavourwithin

theircurricula?Andhowdoenterprisessupportcreativitydevelopmentandinparticular,throughaestheticeducation

throughouttheirtraining?

InordertodevelopthecreativepotentialamongVETstudentstoshapetheirworkincreativeways,pedagogicalmethods

needtobeexploredandpossiblyfurtherdevelopedincollaborationwithteachers.Creativity-supportivepracticesinclude

(a)explicitlyteachingforcreativethinking,(b)providingopportunitiesforchoiceanddiscovery,(c)encouragingstudents’

intrinsicmotivation, (d)establishingacreativity-supportive learningenvironment,and(e)providingopportunitiesfor

studentstousetheirimaginationwhilelearningtodevelopaspirationalcommitment.Inordertosupportthispractice,

VETinstitutionsarechallengedtostrikethebalancebetweenprovidingstructureandfreedomsothatstudentsfeel

supportedandencouragedtotaketherisksthatexplorationentails.Inaddition,thelearningenvironmentinvocational

schoolsasmuchasthelearningcultureattheworkplaceneedtosupportcreativeexpression.Notmuchisknownyet

abouthowtoincorporatecreativityineverydayteachinginVETandhowstudentslearntobecreativeattheworkplace.

Thisinvolvesusingactivitiesthatleadtothedevelopmentofmultipleideas,problemdefinition,theuseofanalogiesand

evaluatingideasandproductsthatstudentsgenerate.

Thepapertobepresentedwilloutlinetheresultsofaliteraturereviewwhichbuildsthefoundationforaresearchproject

concernedwiththestudyofcreativitydevelopmentwithinthehigherVETprogrammesfortourisminSwitzerland.Itwill

introduceacriticalreflectiononapproachestoaestheticeducationandcreativitywithinselectedtrainingprogrammesin

SwitzerlandandprovidefirstresultsfromastudyintocreativepracticesatselectedhigherVETinstitutions.Theresearch

contributestoourunderstandingofcreativitydevelopmentandcreativeprocessesamongstudentsandteachersinVET.

Keywords:

vocational education and training, innovation, creativity, didactics


18

Work-Integrated Learning and Career Development Learning as Transformative Learning Pedagogies in Higher Education

Batholmeus, Petrina; Pop Carver (CapePeninsulaUniversityofTechnology)

Careerdevelopmentlearningbranchesfromcareer(s)educationwhichWatts(2006)describesasplannedexperiences

designedtofacilitatethedevelopmentofself-awareness(interests,abilities,values);opportunityawareness(knowing

whatworkopportunitiesexistandwhattheirrequirementsare);decisionlearning(decision-makingskills);andtransition

learning(job-searchandself-presentationskills).CareerdevelopmentlearninginHigherEducationInstitutions(HEIs)in

Africa has not generally been considered a part of formal academic programmes, rather a support system that students

receiveandwhichisusuallyoptionalforstudents.However,withtheriseofwork-integratedlearningprogrammesinHEIs

andeffortstoenhanceworkplacelearningandgraduateemployability,thereisaneedtointegratecareerdevelopment

learning intoall academicprogrammes inHEIs.Thisdoesnotonlyassistwithpreparing students for theworkplace

andwithbuildingabridgebetweenclassroomtheoryand theworldofwork, careerdevelopmentalsoprovidesan

understandingofthestudents’careerpathsandtransitionintotheworldofwork.Hence,thisstudyaimstodiscussthe

importance of career development learning in curricula of higher education academic programmes as far as preparing

studentsfortheworkplaceisconcerned.Thisisdonethroughconsideringliteratureontherelationshipbetweencareer

developmentandwork-integratedlearningcareerdevelopmentlearningprogrammesemployedinhighereducation

institutionsaswellasmulti-disciplinarycareerdevelopmentframeworksandstrategiesinplacetohelpstudentstobe

readyfortheworldofwork.Careerdevelopmententailsspecificcareerneedsthatshouldbeconsidered.

Chen,ChangandYeh(2004)definecareerneedsasthepersonalneedsofgoals,tasksandchallengesinaperson’scareer,

anditisrecognisedthatcareerneedschangewithvariouscareerstages.Thisgoalmaybeaparticularlandmarktobe

achievedduringacareer,whichprovidesapersonwiththenecessarydirectionandmotivation.Careergoalsaccording

toChen,ChangandYeh(2004)enableanindividualtostructureandmotivatetheirworkbehaviourbysettinggoals

andbypractisingnewanddesiredworkbehaviour;thus,thesegoalsfocusoncurrentefforts.Conversely,careertasks

canbedefinedasindividuals’efforttoidentifyopportunitiesavailabletothemandthentakeactionbaseduponthem,

demonstratinginitiative,andspendingtimeandenergydevelopingskillsandcompetenciestoachievethem.Students

needthesetaskstorecognisewhatareasoftheircareerstheyhavelessinterestinaswellasareasthattheywouldlike

tospecialisein.Theopportunitytobegroomedandgaindeepunderstandingofacareermaybethedeterminingfactor

ina student’s levelof success.Therearehowevercareerchallenges that relate to futurecareerneedsarising from

subsequentcareerdevelopmentalopportunities.Overtheyears,careerdevelopmenthasevolvedandsomechallenges

experiencedinthepastarestillverycommon.TheseareexperiencedfromtheworkplacepointofviewaswellasHEIs.

Conlon(2004)proposedatheoreticaldomaintocomparecareerdevelopmentbetweenthe20th and 21st centuries to

createafoundationforfutureresearchoncareerdevelopment’sroleandeffectivenessinthe21stcenturyworkplace

whichcanalsobeadopted inHEIs tocreatecareerdevelopment learning.These include:demographics,oldvsnew

economy,careerpatterns,workplacejustice,lifestyleandwelfaretrends,employee/individualsresponsibilities,education

andtraining,aswellascareerdevelopmentroles.Conlon(2004)investigatedcareerdevelopmentchallengesinthe21st

centuryandfoundthatthestudywaslimitedbytheshortageofgloballiterature,particularlyindevelopingnationsor

incross-culturalcontexts.ThisstudyhenceusedliteraturefromAfricancountriesandcameupwithrecommendations

thatthesecountriescanusetointegratecareerdevelopmentinHEIs,ineffortstoimproveemployabilityandgraduates’

bridgingintotheworkplace.

Keywords:

careerdevelopmentlearning;work-integratedlearning;highereducation;workplacelearning;employability



19


Practice Theory and Methodology: (De)centring Leaders in Work and Learning?

Bach, Søren Blem; Buch Anders (UniversityofAalborg)

Practicetheoreticalapproacheshavemadetheirentryinthesocialsciencesandhumanitiesoverthelast30years.Many

scholarsindifferentdisciplinesandwithdifferentresearchinterestsandbackgroundshavefocusedontheday-to-day

practicesofactorsintheirstudies.PhilosopherslikeTheodoreSchatzki,JosephRouseandAndreasReckwitzhaveoutlined

the fundamental ontological and epistemological presumptions of practice theories in relation to agency, the social and

societyanddescribedhowpracticetheoriesdrawonphilosophicalinsightsfrommainlythelateWittgensteinandthe

youngerHeidegger,butalsosignificantlytheearlyGiddens,Bourdieu,ButlerandthelateFoucault.Instudiesofwork

andorganisation,socialscientistslikeSilviaGherardi,DavideNicolini,WandaOrlikowskiandothershavetheorisedwork

andanalysedtheroleoftechnologywithinorganisationaldevelopment.Similarly,thepracticetheoreticalperspective

hasbeenmadeproductiveinrelationtoprocessesoflearning.TheoristslikeJeanLaveandEtienneWenger,PaulHager

andStephenKemmishavedemonstratedhowlearningprocessesarebestunderstoodastransformationsofandwithin

practices.Practicetheoriesaccentuate’theprimacyofthepractical’inunderstandinghumanactivityandbringforward

’practices’–understoodasorganiseddoings,sayings,andrelatings–astheunitofanalysis,therebyalsode-centring

’individuals’(andpresumably’inter-actions’amongindividuals)intheanalysisofworkandlearningprocesses.

The practice theoretical perspective has mostly been elaborated in relation to its ontological, epistemological and

theoreticalimplications.Itisonlymorerecentlythatpractice-basedscholarshavestartedtoexplicitlyandsystematically

focus on the methodological implications of pursuing a practice theoretical perspective (e.g. Silvia Gherardi, Davide

Nicolini, Paul Richard Trowler,Marcelo Bispo, Dubravka Cecez-Kecmanovic et al.). This paper explores and critically

reflectsuponmethodologicalapproachestothestudyofpractices.

DubravkaCecez-Kecmanovic et al. (2014) have reviewed recentpractice theoretical journal articles to explore their

methodologicalpreferencesandhowthemethodological choicesare coupledwithontological andepistemological

presuppositions.They identifiedtwodifferentstrandsof research:onethattheorisessociomateriality inthoroughly

’relational’terms,andanotherthatunderstandsthesociomaterialbasisofactivityin(atleastprovisorial)’substantialist’

terms.Thedifferencebetweenthesetwostrandsofpracticetheoreticalresearchthusconcernsthequestionofwhether

practicesshouldbestudiedaseitherinteractionsofwhatwasoriginallynon-relational(entitiesliketechnologies,people,

persons),orwhetherpracticesarebetterunderstoodas ’intra-active’ (e.g.Barad’sagential realismorActor-network

theory)relationshipsthatare’relationalallthewaydown’.

ThispaperdrawsonconsiderationsmadeforthedesignofaPhDproject.Theprojectexamineshowleadersindifferent

teamsinaNordicbanklearninpracticeatwork.Italsoexamineshowthelearningaffectstheleaders’subjectivation.

Theprojectusesactionresearchandincludesinterviewswiththeleadersaswellasobservationsoftheirleadershipin

practice.Thefocusontheleaders’practiceinvolvedcloselymonitoringhowtheylearntogetherwiththeirteamsand

howthisaffectstheirownsubjectivationprocess.

Practicetheoreticalapproacheshavetypicallyfocusedontheresearchofpracticesandhowtheychangeorreproduce

themselves.Lessfocushasbeenplacedontryingtounderstandthesubjectpositionsinlearningprocessesamongleaders

withinthepractices.Practicetheoryandcriticalpsychologywillbeappliedasatheory-methodpackageintheproject

andtheconceptof‘learningtrajectoriesinpractice’(Dreier,2008)willbeintroducedtomediatebetweenade-centred

practiceperspectiveanda‘substantialist’person-centredperspective.Ontologicallythefocuswillbeonunderstanding

anddescribingtheactivitiesoftheleadersandhowtheseactivitiescontributetoboththeproductionandre-production

oflearningandworkpractices.Itwillbearguedthattounderstandprocessesofsubjectivationandlearninginpractice,

itisnecessarytoadopta(atleastprovisorial)‘substantialist’position.

Keywords:

methodology, practice theory, relationality, substantivism


20

ID009 Work-related Lifelong Learning Participation: A Comparative Study between Native and Foreign-born Adults in Western Countries

Boeren, Ellen (UniversityofEdinburgh)

Thispaperaimedto increaseunderstandingonthework-related lifelong learningparticipationof immigrants inthe

Westernworld.Inmostcountries,thepercentageoftheforeign-bornpopulationhasincreasedinpreviousyears.This

increasemeansthatcountriesneedtothinkaboutmigrationpoliciesandevaluatehowmigrantsarecontributingto

society ingeneral,andwork inspecific,orhowtheycouldbehelped inachievingsound levelsof integration.While

BonfantiandXenogiani(2014)havealreadyexploredthelabourmarketoutcomesofimmigrantsbasedonPIAACdata,

they mentioned the need to conduct additional analyses on the ‘access to training’.Theimportanceofthisarea(lifelong

learning)isregularlystressedinarangeofpolicydocuments,e.g.inEuropethroughthebenchmarkofparticipationin

adultlifelonglearningactivities,butalsotheOECDfocusesonparticipationindicatorsinannual‘EducationataGlance’

reports(EuropeanCommission,2009;OECD,2015).Therationaleforfocussingonparticipationinlifelonglearningis

stronglylinkedtothenotionofdevelopingandmaintainingusefulskills.

Usingaframeworkforcomparativeanalysesinlifelonglearningresearch,thispapercomparesresultsofnative-versus

foreign-bornadultsinarangeofWesterncountries(Europeancountries,USA,Canada,NewZealand)basedonPIAAC

data,undertakenaspartofaprestigiousThomasJ.AlexanderfellowshipwiththeOECD.Itrecognisesthecomplexity

of lifelong learning behaviour as an interaction between individuals (influenced by their socio-economic and socio-

demographiccharacteristics), their learningcontexts, includingworkplaces,andthecountries inwhichthey live,e.g.

throughdifferences in labourmarketpolicies,broadersocialpolicyactions,educationpoliciesetcetera (seeBoeren,

2016). The paper exploreswhether specificwork-related lifelong learning patterns among countries are visible for

foreign-bornadults,butalsowhethernativeandforeign-bornadultsdifferfromeachotherinrelationtolifelonglearning

based on their socio-economic and socio-demographic characteristics such as age, gender, educational attainment and

theirjobs.Inthisrespect,thepaperiscomparativeatdifferentlevelsasit(1)comparesnative-andforeign-bornadults’

work-relatedlifelonglearningparticipationbasedontheirsocio-economicandsocio-demographiccharacteristics,and

(2)comparesthework-relatedlifelonglearningofforeign-bornadultsacrossdifferenttypesofcountries(e.g.Nordic

ScandinaviancountriesversusSouthernMediterraneancountriesinEurope).

Resultsindicatedthatparticipationinwork-relatedlifelonglearningactivitiesislowerforforeign-bornadultscompared

to native-born adults in most Western countries, although this is not true for participation in formal adult education –

butitistrueforparticipationinnon-formaleducationwhichismainlywork-related.Thereisalsoastrongcorrelation

betweenparticipationratesofnativeandforeign-bornadults(e.g.highforbothgroupsinScandinaviancountries),and

countrieswithhigherparticipationratestendtoinvestmoreineducation,e.g.thosewithahighlyeducatedpopulation,

alowunemploymentrateandalowscoreoninequalityindicatorssuchasthePISAInequalityofOpportunitymeasure.

While socio-economic and socio-demographic factors seem the strongest determinants of participation, foreign-born

adultsseemtokeeponexperiencingaslightdisadvantageintermsofchancestoparticipateinadulttraining(e.g.young

andhighlyeducatedadultsparticipatemost,butbeingforeign-bornslightlyreducesthechance).

This paper contributes to the academic and policy debate on the continued disadvantaged position of foreign-born

adultsinrelationtotheirparticipationinwork-relatedlifelonglearning.Becauseofthecomparativenatureofthepaper,

specificattention ispaidtoprocessesofpolicy learningandexchange(seePhillips&Ochs,2003),e.g.basedonthe

findingsthatcountrieswith‘strong’macro-levelcharacteristics(e.g.educationspending,lowlevelsofunemployment)

generatehigherlevelsofparticipationandhigherlevelsofuseofskills,alsoamongtheforeign-bornpopulation.Indoing

so,thepaperhelpsleaderstoengageinevidence-basedpolicymaking.

Keywords:

lifelonglearningparticipation,comparativeresearch,migrants,quantitativeanalyses


21


Enhancing Institutional Relationships in the Context of the South African National Qualifications Framework: Policy in Practice

Bolton, Heidi; Darren Lortan; Savathrie Maistry; Bruce Graham; Anandh Maistry (SouthAfrican

QualificationsAuthority,DurbanUniversityofTechnology)

DemocraticSouthAfrica inheritedaraciallysegregated,unequal,unfaireducationandtrainingsystem.Themajority

ofpeople in thecountryhadbeendeniedaccess;qualityassurancewasuneven;different typesof learningdidnot

enjoyequal respect,andqualificationswerenotnecessarily linkedto learningpathways.TheSouthAfricanNational

QualificationsFramework (NQF)was themeanschosen to integrate this system, tomake it accessible toeveryone,

andtoenablequality learning,andtransparency.TheSouthAfricanQualificationsAuthorityoversees, inter alia, the

implementationandfurtherdevelopmentofthisdifferentiatedandcoordinatedNQF.Thereisnowonesystem,which

has been set up to enable individual development of students in particular, and to contribute to the social and economic

developmentofthecountryasawhole.

The three papers in this symposium focus on the enhancement of articulation in the context of NQF policy in South

Africa.Paper1setsthescene,firstlydefininghow ‘articulationwithintheNQFcontext’ isconceptualised.Secondly,

itdescribesthetypesofintra-andinter-institutionalrelationships,andrelationalagency(Edwards,2014)neededfor

articulationinthiscontext.Thirdly,ittouchesontheroleoflong-termresearchpartnershipsinbuildingNQFCommunities

ofPracticeandrelationalagencyinthesystemforeducation,training,developmentandworkinthecountry.Itcloses

withasummaryofthefindingsofanationalSouthAfricanQualificationsAuthority-DurbanUniversityofTechnology

(SAQA-DUT)surveyintotheextentofexistingarticulationinitiativessevenyearsafterthepromulgationoftheNQFAct,

highlightingtheecologies(Bronfenbrenner,1989)offivesuccessfulmodelswhichcouldbetakentoscale.

Paper 2 outlines the SAQA-DUT partnership research into ‘articulation’ inmore depth. It sketches the relationship

betweentheNationalArticulationBaselineSurveyandthebroaderobjectivesofproject.TheSAQA-DUTinvestigation

includes an Articulation Baseline and six in-depth case studies involving a range of stakeholders, the development of the

‘relationalagency’(Edwards,2014)neededforstrengtheningarticulationnetworks,andthedevelopmentofarticulation

across thesystem.Theresearchattemptstoanswerthefollowingbroadquestion: ‘Whatsuccessfulmodelsexist in

SouthAfricaforlearnertransitioningbetweenTVETCollegesandHEIs,betweenUoTsandtraditionaluniversities,and

betweenCollegesorHEIs,andworkplaces?Whyarethesemodelssuccessful?Howcantheybetakentoscale?’The

projectseekstoidentify,analyseanddocumentsuccessfulmodelsandrelationshipsforstudenttransitioning;explore

thepotentialfordevelopingcollaborativemodelsinordertotakethesuccessfulmodelsandrelationshipstoscale;and

identifythenatureofactivitiesandsupportthatinstitutions,staff,andstudentsneedforsuccessfultransitioning.

Paper2introducesthefirstin-depthcasestudy,whichproposes‘participatorymanagement’asanenablerofeffective

managementofarticulationarrangementsbetweeninstitutions,inthiscaseaHigherEducationInstitution(HEI)anda

TechnicalandVocationalEducationalandTraining(TVET)College.

Paper3outlinesthesecondofthefivecasestudiesintheSAQA-DUTpartnershipresearch.Itfocussesonarticulation

betweenengineeringprogrammesintheTVETCollegesandHEIsinthreeprovincesandislimitedtothreedisciplines,

namelyElectrical,ElectronicandMechanicalEngineering.Thenotionof‘epistemicinjustice’(Fricker,2007,Anderson,

2012,Keet,2014)isusedasthelensthroughwhichaParticipatoryActionResearch(PAR)frameworkisusedtoguide

theenquiry.Thestudyexaminestheextenttowhichcertainpracticesemployedinarticulationarrangementsconstitute

epistemicinjustice,andexploreshowsuchpracticesmaybeameliorated,therebypromotingepistemicjustice.

Keywords:

NQF,articulation,learningpathways,inter-institutionalrelationships,participatorymanagement,epistemicinjustice


22

ID011 Questions of Regulation: Professional Milieus and Labour Markets for Accounting Professions in Post-Apartheid South Africa

Bonnin, Debby (UniversityofPretoria); Shaun, Ruggunan (UniversityofKwaZulu-Natal)

The aim of this paper is to examine the dynamics that have shaped the professional milieus and labour markets for the

accounting(referringheretobothcharteredaccountantsandauditors)professionsinapost-ApartheidSouthAfrican

context.ThispaperexaminesthechangesintheregulationoftheaccountingandauditingprofessioninSouthAfrica.

Inordertodothis,webeginbybrieflyexamininghowtheprofessionwasregulatedhistorically.This,weargue,occurred

through the regulation of these professions by both the Apartheid state and the relevant professional bodies via strategies

ofracialisedandgenderedgatekeeping,professionalclosureandthemanufacturingofprofessionalboundaries.The

outcomewasaraciallyskewedlabourmarketintheseprofessions,aswellashostileprofessionalculturestowardsblack

SouthAfricanswantingtoentertheseprofessions.

Thesecondpartofthepapersketchesouttherecentglobalcontextforregulation.Wearguethatthiscontexti.e.the

adoptionof,andcompliancewith,theInternationalFinancialReportingStandardsassetbytheInternationalAccounting

StandardsBoardareimportanttothepost-apartheidSouthAfricaneconomyforanumberofreasons.Primarily, it is

necessarytoSouthAfrica’sintegrationintoaglobalisedintegratedeconomyandfurthermore,essentialtoattracting

ForeignDirectInvestment.

Thethirdpartofthepaperexploresthelocalenvironmentofregulationpost-1994.Therearetwoaspectstotheway

inwhichthishappens.Firstly,thereis‘outside’regulationi.e.throughthestate.Andthishasentailedtheintroduction

ofnew legislation in thepost-Apartheidperiod, itspurposebeing toensureglobal complianceaswell asmeet the

state’saimsofopeningaccesstothosepreviouslyexcluded.Andsecondly,therehasbeenself-regulationthroughthe

professionalbodyi.e.SouthAfricanInstituteofChartedAccountants.Thesetwo‘types’ofregulationhavenotnecessarily

beenincontradictionandtheconclusionistherehasbeena‘mixed’processofregulationwithnationalcontrolbeing

maintained.

Inthefinalsectionofthepaperweexplorethe‘meaningofthesedynamicswithregardtotheliterature.Wedrawa

numberofconclusions.Firstly,thatSouthAfricaisanexampleofco-regulation(i.e.bothStateandProfessionalBodies)

butthatintherecentperiodithasmovedfromhappeningontwofronts(nationalandprofessional)tohappeningon

threefronts(international,nationalandprofessional).Secondly,thattheStatehasarticulateditsregulatoryagencyat

twolevels–nationalandglobal.Thirdly,wehaveseenthecoincidingofmultipleagendas.TheState,asadisciplinarybody

withregardtotheprofessionsi.e.pushingitsagendafortransformation,alsocoincideswiththewishforindependence

(fromcharteredaccountants)bytheauditors(hencetheirsupportforanewregulatoryenvironment).Ultimately,the

paperraisesquestionsofintra-professionalboundaries/power.

Keywords:

professional milieus, labour markets, accounting, post-apartheid South Africa


23


Understanding Adult Learners’ Sense-Making to Inform Pedagogical Innovations in Blended Learning Environments

Bi, Xiaofang; Helen Bound (InstituteforAdultLearning); Christine Owen (UniversityofTasmania)

ThepaperwilloutlineaconceptualframeworkandpreliminaryinsightsonaprojectaimedatinvestigatingSingapore

adult learners’ learning experiences in blended learning environments. The focus is on how they ‘experience’ and

‘translate’ their learning in and across blended environments, considering the implications of these processes for

pedagogicalpracticesandbeliefs.

TakingourleadfromtheInstituteofAdultLearningthatoffersanexpandeddefinitionofblendedlearning,weconsider

blended learning to be any combination of classroom, technology-enabled learning and workplace or work-based

learning.Forthisproject,weunderstandlearningasaprocesscontributingtoanincreasedcapabilitytoactdifferentlyin

theenvironment(Owen,2017);thelearningprocessinvolvessense-making.Weick(1995)describedsense-makingasthe

processbywhichpeoplegivemeaningtoexperience.Ifweconsiderexperienceasaprocessof“transformingcollective

cultural experiences (knowledge, skills and normative directions) into individual experience, constituting individual

subjects indoingso,andat thesametimechangingsocialpractices” (SallingOlesen,2017), thismeansweneedto

understandthedynamicsinvolvedintheseprocesses.Morespecifically,weneedtounderstandtheprocessesofsense-

makingandhowthecontext–thespace,theinhabitedpractices,andtheindividual’sbiography–mediatesense-making

forindividualandcollectivesubjects.

There are existing analytical tools to better understand the conceptualisation and knowledge building processes.

ScardamaliaandBereiter’s(2015)knowledgebuildingapproachisonesuchtool;itenablesresearcherstocategorise

howlearnersconstructandco-constructknowledgethroughinteraction/dialogueswithtrainersorpeers.Indialogue

andinquiry,highqualityquestioningstrategiesareessentialforpromotingeffectivelearningandknowledgebuilding

amongstlearners(Bi,2016).Ourprojectisalsointerestedinbetterunderstandinghowlearnersdevelopsuchquestioning

strategiesandweadopttheinteractionanalysismodel(IAM)(Chai&Tan,2009;Gunawardena,Lowe&Anderson,1997)

to explore the different stages of knowledge construction and co-construction in learners’ learning processes. In

addition,weinvestigatethedevelopmentoflearners’conceptualunderstandingbyaskinglearnerstomakevisibletheir

developingunderstandingthroughtheuseofconceptmaps.

Weproposethatthestructuringorarchitectureofdifferentenvironmentscanfacilitatereflection,andcollaborationor,

alternatively,canshutitdown.Aslearnersnegotiatetheirwayarounddifferentlearningaffordances(Billett,2001)and

sense-making,thereisaprocessofappropriation(Wertsch,1998)takingplacethroughinteractionoftenwithamore

competentpartner.Howlearnersmakesenseindifferingenvironmentsrequiresanunderstandingonthepartofthe

researcherofthespaceitself–itsculturaltools,itsarchitecture,relationswithinthespace,theintentoftheactivities,

thenormsandlimitationsforsense-making,andsoon.Differentpatternsofrelations,routines,typeofwork,formsof

production,flowanddesignoftheworkandsoon,mediateperformanceandpossibilitiesforlearninganddevelopment.

Suchanunderstandingofthespacesoflearningnotonlypotentiallyenablesustounderstandhowlearnersmakesense

andembodypractices,butalsotheirinteractionwiththespacesintheirjourneyof“transformationofunderstanding,

identityandagency” (Edwardsetal., 2002:532).Thispresentationwill also seekengagementand feedbackonour

conceptualisation of adult learners’ sense-making to inform pedagogical innovations in blended learning to inform

futureresearchprojectwork.

Keywords:

sense-making, adult learners, blended learning, pedagogy, cultural tools


24


The Infra-Structuring of Adult Learning in Singapore

Chia, Arthur (InstituteofAdultLearning,Singapore)

Infrastructures are typically invisible systems that operate in the background to enable forms of life and work.

Infrastructuresarecommonlyassociatedwithpublicsystemssuchasroads,electricity,andtheinternet.Thesesystems

enablethecirculationofpeople,resourcesandideas.Thereisacertaincoherenceandlogictoinfrastructureswhichcould

beregardedasmaterialisedexpressionsofideas,ideologiesandsociallife.Therefore,infrastructuresarebothmaterial

andsymbolicnetworksinwhichpeoplelive,imagine,identifyopportunitiesandtapintocirculatingandproliferating

resources.Infrastructuresarenetworkedformsofproductionanddistributionor“social-materialassemblages”thatare

constantlybeingmadeandre-madethrougheverydaypractices(Anand,2011). Infrastructuresnotonlyproduceand

distribute resources but also political authorities through mapping and regulating things like accessibilities, possibilities

andaspirations.

Using the frameworkof infrastructure, thispaperexploreshow (adult) learning inSingapore isbeing imaginedand

configuredforachangingeconomythatrequirespeopletore-thinkabouteducationandemploymentandtoadjusttheir

expectationsaboutcareerprospectsorjobopportunities.Iarguethattheinfra-structuringoflearningnotonlyattempts

toequippeoplewiththerequiredskillsandknowledgefornewtypesof jobsenabled(ordisruptedby)technology,

forexample,butitalsoseekstochangeattitudesandexpectationsabouteducationandwork,employmentandlife

chances. Ishowhowtheinfrastructureofadultlearningwhichcomprisestraininginstitutions,governmentschemes,

andregimesofrecognitionmaterialisesnewpossibilitiesaswellaspotentiallynewpoliticsandpublics.Hence,thispaper

suggests that by focusing on the infra-structuring and/or infrastructure of adult learning, one can better understand the

waysinwhichpeoplearemobilisedthroughlearningasanewregimeofthestateandmarket.

Keywords:

infrastructure,learningandworkaspirations,knowledgeandskills,politicsandpublics


25


Job Crafting Practices of Restaurant Cooks

Chia, Arthur; Silin Yang (InstituteofAdultLearning,Singapore)

Inthechangingnatureofwork,workersengageinjobcraftingtoimproveperson-jobfitbetweenjobcharacteristicsand

theirownabilities,needsandpreferences(Wrzesniewski&Dutton,2001;Tims,Bakker&Derks,2012).Jobcraftingis

arelativelynewconcept,whichisdifferentfromthetraditionalmodelsofjobdesign,wherestructuralfeaturesofthe

jobarecreatedandenforcedbythemanagers.Jobcraftingisaprocessthroughwhichworkersproactivelyredefine

andredesigntheirtasks,relationships,andperceptionsinordertocreateaworkenvironmentthatenablestothemto

achievebothjobandpersonalgoals.AccordingtoWrzesniewskiandDutton(2001),therearethreetypesofjobcrafting

practices–task,relationalandcognitivecrafting.Thispaperdrawsonthedatafromtwocasestudiestoinvestigatejob

craftingpracticesofcooksinrestaurants.

Thefirstcasestudywasoneofsixcasestudiesdrawnfromasemi-ethnographicqualitativeresearchproject(Bound,

Chia,&Karmel,2016).Inthisproject,thesixcasestudiesareveryvariedandspanacrossdifferentindustries:workplace

learningfacilitators,restaurantcooks,rotacommandersofafire-fightingunit,residentdoctors,aircraftengineersand

ITnetworkengineers.Beingasemi-ethnographicstudy,observations,analysisofcompanydocuments,semi-structured

interviewsandsmallfocusgroupdiscussionsconstitutedthedataforthesixcasestudies.Thedatafromthisproject

wasoriginallycollectedtounderstandhowassessmenthasbeencarriedout(i.e.designedandimplemented)invarious

learningsitesincludingtheclassroom,laboratory,centralisedtrainingkitchenandtrainingsimulator.However,thetopic

ofjobcraftingalsoemergedduringouranalysis.Thecasestudyselectedinthispaperfocusesonthelivedexperiences

ofthecooksinarestaurantkitchensettingofarestaurantchainoperatorbasedinSingapore.Thesecondcasestudy

isbasedonin-depthinterviewswitha19-year-oldfemalecookwithtwoyearsofworkingexperienceinthefoodand

beverageindustry.

Thetranscriptionsoftheinterviewsandfocusgroupdiscussions,documentsandfieldnoteswereimportedintoNVIVO

(software toassistwithorganisingandanalysingqualitativedata).Given thatWrzesniewski andDuttondefined job

crafting as changing the task, relational, and/or cognitive boundaries of a job, job crafting actions disclosed in the data

were initially codedbyeachof these threeboundaries. Thishelpedmaintain consistencywith the literatureand to

providereadersofthisstudywithaneasyframeworktounderstandandutilisethedata.Thisstrategyisalsoconsistent

withBergetal.’s(2010)jobcraftingdataanalysisapproach.Additionally,morethanonecodewasoftenassignedtoa

singlepieceofdataifitmetthecriteriaformultiplecodes.Throughouttheanalysis,relevantexcerptsinthedatawere

constantly summarised, sorted,andcompared inorder toensure thecodes thatwereused in thebeginningof the

analysiswerestillrelevantaftermanyroundsofdataprocessing.

Ourfindingsindicatethatalthoughthecooksdidnotknowabouttheconceptofjobcraftinganditwasnotaconscious

choice for themtoalter their jobs, theyareactivelyengaged inadoptingdifferent jobcraftingpracticeswithin the

constraintsoftheirworkenvironment.Ourfindingsalsorevealthatallthreeformsofjobcraftingareinterconnected

andmutuallyreinforcinginavarietyofways,thusofferingimplicationsfortheoryandpractice.

Keywords:

jobcrafting,assessment,changingnatureofwork


26

ID015 Renewing Workers’ Education

Cooper, Linda (UniversityofCapeTown); Sheri Hamilton (UniversityofJohannesburg)

ItisgenerallyacknowledgedthattheSouthAfricanlabourmovementisincrisis(Satgar&Southall,2015);thisispartofa

broadercrisisreflectedinstubbornlyhighlevelsofunemployment,inequalityandpovertyinSouthAfrica,exacerbated

byinternationaleconomicandpoliticalinstability.SouthAfricantradeunionshavebeenexperiencingadownwardtrend

inmembershipforyears,asignificantdeclineinworkers’democracyandanincreaseinbureaucratisation.Thishasbeen

exacerbatedbydeep-seateddivisionswithin themajor tradeunion federation,COSATU, the fragmentationof long-

establishedunions,andtheproliferationofsmaller,independentunions.

Alongsidethesedevelopments–asbothcauseandeffect–therehasbeenaweakeningofworkers’education(Vally,

Bofelo&Treat,2013).Fewerandfewermembersgetaccesstounioneducationprogrammes,andthosewhodo,often

useittosupportindividualupwardmobilitywhichtakesthem‘upandout’oftheunionmovement.Manyunionsno

longercarryouttheirowneducationbut‘outsource’educationtotertiaryinstitutionsandeventoprivatecompanies.

Muchworkereducationhasbecomedepoliticisedandfocusesonnarrowversionsofskillsdevelopment.Manyobservers

havearguedthatinrebuildingthelabourmovement,itcannotreturntowhatitwasbutneedstobecomesomething

different,andinbuildingthenew,arevitalisedworkers’educationmustplayacentralrole.

Thissymposiumwillpresentwork-in-progressofaresearchandpublicationcollective,comprisingagroupofworkers’

educationscholarsandpractitionersworkingontheproductionofabookfocusedon‘RenewingWorkers’Education’.

Thebook isaimedatexploringhowtore-inventworkers’education– inSouthAfricabutalsobeyond– inorder to

engagewiththenewandbuildavisionofanalternativefuture. Itaimstocriticallyassesspastandcurrentpractices

ofworkereducation,understoodasthoseeducationalpracticesthathaveastheirspecificpurposetheeconomicand

politicalempowermentofworkers.Thebook’sfocuswillextendbeyondtradeunionstoincludetherangeofeducational

initiativesaimedattheworkingclassmoregenerally,includingworkingclasswomen,casualandinformalsectorworkers,

migrantworkers,andworkers’politicalparties.Itwilldocumentthemorerecenthistoryofworkers’educationinSouth

Africa,aswellascurrentpracticesandperspectivesfurtherafield inAfricaand inNorthAmerica. Itaimstodevelop

conceptualtoolsthatwillassistwiththereflectiononandtheorisationofthepracticeofworkers’education,andto

identifykeylessonsthatcanbeusedtoreinvigorateworkers’education,aswellasinformfuturepolicyandpracticeson

workereducation.

Thissymposiumwillcompriseapaneloffivecontributorstothisbookandtheirpresentationswillcoverthefollowing

themesandissues:

¡ Anoverviewofthebook’sgenesis,productionprocess,aimsandchallenges;

¡ Exploringtheimpactofkeyshiftsintheform,contentandpurposesofworkers’educationinthepost-apartheid

period, and particularly, the processes of institutionalisation and formalisation/certification of workers’

education;

¡ A critical assessment of gender training within the labour movement, and its ability to contribute to the

challengingandtransformationofpatriarchalnormsandpractices;

¡ Afocusoneducationamongstnon-traditionalworkers,includingthegrowingnumbersofoutsourced,casualised,

semi-employedandself-employedworkers–describedbysomeasthe‘precariat’(Webster,2012);

¡ Afocusontheorisingworkers’education–andwhysuchtheorisationmatters.

Thesymposiumaimstoenrichdebatesaroundworkandlearningbydrawingonthepracticalexperiences,intellectual

understandingandcriticalpoliticalinsightsoflongstandingworkereducatorsfromthe‘south’.

Keywords:

workers’education,labourmovement,radicalpedagogy,socialjustice,accreditation,institutionalisation


27

ID016Organising Learning at Work: Simulation Exercises for Inter-Professional Teams to Improve Clinical Outcomes of Maternity Care

Dahlberg, Johanna; Marie Nelson; Marie Blomberg; Madeleine Abrandt Dahlgren(FacultyofMedicine

andHealthSciences,LinköpingUniversityandUniversityHospital,CountyCouncilofÖstergötland,

Linköping,Sweden)

This paper explores the pedagogical practice and clinical outcomes of a ten-year competence development activity in

maternitycareaimingatimprovingskillsandteamcollaboration,withtheaimtoreduceinjuriesofthemotherandthe

infantduetocomplicateddeliveries.Maternitystaffneedtobeconfidentinhandlingcomplicationswhentheyappear;

however,staffmemberswillnotdevelopconfidenceinhandlingrarecomplicationsthroughdailyclinicalwork.Oneway

totacklethisdilemmaistointroducedifferenttypesofskillsandsimulationtrainingprogrammes.

In2008asimulation-basedteam-trainingprogramme,PracticalObstetricTeamTraining(PROBE),wasintroducedinthe

deliverywardatLinköpingUniversityHospital,Sweden.TheobjectivesofPROBEwereto improve inter-professional

teamwork, improveobstetricemergencyskills,and thus improvepatientoutcomes.Thechallengeofworkingasan

inter-professional team requires theneed tomakedifferentprofessional-specificmodesof knowing and reasoning

cooperate(Guile,2014;Fox&Reeves,2015).Inaddition,inter-professionalcollaborationandlearninghasbeenshown

tobeinterdependentwithhowtheworkplaceisorganised(Collinetal.,2012).

ThereareindicationsthatPROBEasacompetencedevelopmentactivityhasledtoimprovementsofpractice.Evaluations

ofthebabies’medicalrecordshavedemonstratedhowtheincidenceofnew-borninjurieshasdecreasedsincethestart

ofPROBEtenyearsago,which isan importantclinicaloutcome.Recentstudiesonthetrainingof inter-professional

collaborationskillsindicatethatinter-professionalsimulationimprovesroleclarificationandpromotesproblem-solving

skills(Titzeretal.,2012).Inthispaper,weareinterestedinstudyingthesimulationactivityasapedagogicalpractice,

particularlythedebriefingphaseofsimulationwhereparticipantsreflectonwhatwasenactedandwhatwaslearned

throughtheactivity.

Empiricaldatawasgatheredthroughvideo-recordingsofateamofprofessionalsinclinicalmaternitycareparticipating

insimulationasacompetencedevelopmentactivityandthroughobservationalfieldnotesof these recordings.The

modeloffacilitatingrelationalreflectionadoptedinthisstudyseemedtoprovidewaysofkeepingthecollaborationand

learning in the inter-professional team clearly focused, and might be one of the factors leading to a successful outcome

ofsimulationasacompetencedevelopmentactivityovertime.

Keywords:

inter-professional,teamtraining,simulation,debriefing,maternitycare


28


A Paradigm Shift for (‘l)earning-a-living’ in a Post-Industrial World-of-Work of Mass Unemployment

Dalton, Norris (SouthAfricanInstituteofManagement)

Overthepastthreedecades,‘massunemployment’hasarguablybecometheleadingsocialprobleminmanydeveloping

countries,includingSouthAfrica,duetotheemergingPost-IndustrialAgesincethemid-seventies.TheIndustrialAge

(1775-1975)conceptofthe‘TheJob’(i.e.regular,secureemploymentwithacompanythroughoutone’snaturalworking

lifeuntilthepensionableageofsixtyorsixtyfiveyearsofage,afterwhichwhenonecouldhopetoretireinone’s‘Golden

Years’)haspasseditssell-bydate.

The ever-increasing progress of technological innovation – through automation (replacing the need for Blue collar

physicalactivity),computerisation(replacingtheneedforWhitecollar‘routine’mentalactivity),expertsystems/robotics

(replacingtheneedforWhitecollar‘higher’mentalactivity),hasdramaticallychangedthestructureoftheworkforce.

ThishasalsobeenexacerbatedbythemassiveinfluxofPinkcollarwomenintotheworkforcesincethe1970s,aswell

asglobalisation,whichhas shifted thesearch for low-cost labour (both low-skilled/ lowly-educatedandhigh-skilled/

highly-educated)fromtheFirstWorldeconomiestothefast-developingeconomies,suchasIndia,China,SouthAmerica,

MexicoandtheFarEast.

Theuniversalmantra that ‘Education is the Solution’ (i.e.Get anEducation -Get aQualification -Get a ‘good’ Job)

hasresultedinacrisistodaywherebythereisanexpectationthatallpupilsandstudentsareentitledtoauniversity

educationandthatitshouldbefree.Alternatively,theEducationsystemsuggeststhatifyouareunabletogeta‘good’

job,oranyjob,thentraintobecomean‘entrepreneur’andstartyourownbusiness.However,thetraditionalteachingof

‘entrepreneurship’basedupontheconceptofthe‘BusinessPlan’isirrelevantforstart-upenterprises,mostofwhichdo

notsurvivethe‘creative-destruction’phase.

Only a Paradigm Shift regarding the nature of ‘employment’, ‘jobs’, ‘work’ ‘money’, ‘self-help’, ‘mutual self-help’,

‘retirement’ and lifelong (l-)earning-a-living can meaningfully transform the lives of the millions of apathetic, non-

working,hopeless,discouragedjob-seekersintoapositive,motivated,hopeful,productiveworkforce.It issuggested

thattheconceptofthelife-skill‘workeracy’wouldbehelpful,namelytheabilitytosurviveandearn-a-livinginaworld-

of-work of high ‘job scarcity’ and a ‘lack of available capital’. Its implementation nationally through public-private

partnerships should be taught to all school leavers and the motivated unemployed, alongside numeracy and literacy, to

betterpreparethemforenteringthepost-industrialworkforce.

Inbrief,WorkeracyisbaseduponFourPillars(NewMindset)andTenPrincipals(NatureofWorkandtheWorkCreation

Process)andconceivedasasustainableprocessbasedonthefollowingpremises:

a. Continuallycreatingmultipleworkopportunities(i.e.incomegeneratinginitiatives)foreverycitizenwhodesires

towork.

b. Theincomegeneratinginitiatives(IGIs)willoperatethroughavarietyof‘monies’(shadowwage)suchasnotes’

andcoins(fiatmonies),goods,services,communitycurrencies.

c. Theworkopportunitiesaretobecreatedbytheunemployed jobseekersthemselveswithintheenablingor

facilitatingenvironmentofanationalnetworkofWorkeracyCentressituatedthroughoutthecountryinchurch

halls,after-hoursschoolbuildings,andlibraries.

d. GovernmentandBusinesswouldsupporttheimplementationoftheWorkeracyprocessbyfundingbursaries

(CorporateSocial Investment)forthe initial trainingofthePillarsandPrinciplesofWorkeracy,aswellasthe

facilitationoftheWorkeracyCentres.

e. TheWorkeracyprocesscouldalsobesupportedbyadedicated24-hourTVchanneldevotedtosharing‘workeracy’

successstoriesaroundthecountry.

Keywords:

workeracy,paradigmshift,(l)earning-living,post-industrial,massunemployment


29

ID018A Critical Analysis of Motives for Participation in Continuing Professional Development (CPD) in the Oral Hygiene sector in South Africa: A Cultural Historical Perspective

Daniels, Freda (UniversityofWesternCape)

ContinuingProfessionalDevelopment(CPD)hasbecomeaglobaliseddiscoursewhichcutsacrossmostprofessions.In

theSouthAfricanOralHealthcaresector,professionalsareobligatedtoparticipateinCPDactivitiestoenablecontinued

learningandrefinetheirprofessionalcompetence.CPDhasbeenadvancedasapositiveconceptbybothpolicymakers

andproviders,intermsofassumptionsandclaimswhicharemadeinrelationtothebenefitsofCPD(Friedman,2012;

Boud&Hagar,2010;Friedman&Phillips,2004;Queeney,2000).However,therestillseemstobeageneral lackofa

consensualunderstandingofwhatCPDisacrossdiverseprofessionsandprofessionals.Thismaybeduetothewiderange

ofCPDframeworks,modelsandapproachesbasedondifferentconceptualisations,motivesandlearningassumptions

(Kennedy,2005;Webster-Wright,2009).Yet,despitethehighleveloffinancialinvestmentinCPD,thereappearstobe

agreatdealofambiguityrelatedtoit,whichcontributestothevariouswaysCPDisunderstoodandvaluedbydifferent

actors(Friedman,2012).ThisstudyarguesthatprofessionalsparticipateinCPDfordifferentreasons.Thestudyexplores

criticallyandanalysesthevariousconceptualisationsofCPD,whatdrivesthemotivesforparticipationacrossdifferent

institutionallevelsintheoralhealthcaresectorandhowthesemotivesmay,ormaynot,haveinfluencedtheirattitudes

andthevaluetheyattachtoCPD.‘Motive’fromacultural-historicalperspectiverefersto‘whatmatters’forprofessionals

(Edwards, 2010), andhow they think, is revealed through their actions andbehaviour in theCPDactivities inwhich

theyparticipate. Themotivesoforal healthcareprofessionals across institutional levels is analysed, i.e. oral hygiene

practitionersinbothpublicandprivatepractice,representativesfromtheirworkplaceinstitutions,theUniversityofthe

WesternCape’s(UWC)OralHygieneDepartmentasCPDprovider,andrepresentativesoftherelevantProfessionalBody

affiliatedtotheHealthProfessionsCouncilofSouthAfrica(HPCSA).

Acultural-historicalapproachisusedasabasisforunderstandingthedynamicrelationshipbetweenconceptualisations

andmotivesforCPDparticipation,whicharegenerallyembedded inthepoliticalhistories, traditions,structuresand

cultural values of professions and institutions and how thesemight influence attitudes towards CPD participation.

AccordingtoEdwards(2010),values,motivesandknowledgearedeeplyembeddedintheseinstitutionalpracticesand

aremanifestintheactionsoftheiractivitieswhichwillrevealwhattheyunderstand.ThestudydrawsonEdwards’(2010;

2011;2012)conceptsofrelationalagencytoexaminewhatneedstobeinplaceinordertobuild‘commonknowledge’

bothfromthetopdownandthebottomupthatcouldfacilitatetransformedattitudestoCPD.AsarguedbyEdwards,

whenprofessionalsnegotiateenhancedinterpretationsofacomplexphenomenon,likeCPD,itmaybecomepossibleto

buildknowledgethatwillbeheldincommonbyallparties.Commonknowledge,therefore,constitutesthemotives–

the‘whatmatters’–foreachoneandisrespectedbyallpartiesacrossinstitutionallevels.AccordingtoEdwards(2010),

thissharedknowledgeofwhatmattersfortheotherarisesfromnewwaysofunderstandingandactingwhichdevelop

throughparticipationindialogicengagementsbetweenactors.Toaddontologicaldepthtothecultural-historicalanalysis

ofconceptionsmotivesandattitudestoCPD,Archer’sconceptionofreflexivedeliberationvia‘internalconversation’is

employedtoanalysetowhatextentthestructuralandculturalconditionsandinstitutionalpowersinfluenceprofessionals’

senseof agencyandpower toactpurposefully in relation to their specificmotives. Edwards’ conceptsof relational

agencyandbuildingcommonknowledgethroughreflexivedeliberationsresonatewithArcher’sfocusontheinterplay

betweenstructureandculture,whichisactivatedandmediatedthroughagency.Ananalysisofthedialecticrelationship

betweenstructureandagencythroughtheinternalconversationsofprofessionalscouldhighlighttheresistanceand

contradictionsrelatedtomotivedactionsandrevealhowthestructuralandculturalconditionsconstrainorenabletheir

capacitytoexercisetheiragencytoeitherreproduceortransformconditionsforprofessionallearning.

Keywords:

continuingprofessionaldevelopment,motives,agency,internalconversationandcommonknowledge


30


Fostering Learner-Learner Interactionist Dynamic Assessment through Process Oriented Education

de Boer, Mark (AkitaInternationalUniversity,Japan)

TheJapanesegovernmenthasoutlinedwhat ithasdeterminedtobethenecessaryeducationalpathtodeveloping

young learners into ‘GlobalHumanResources’ (METI, 2010), individualswhohave theknowledgeand skills towork

andinteractinaglobalenvironment.Theseincludeinterculturalcompetences,languagecommunicationabilities,and

teamworkskills.Fromthesepolicies,itwasdeemedthatanewtypeofsyllabusshouldbecreatedusingCLIL(Content

LanguageIntegratedLearning)forthefirst-yeargeneralEnglish languageclasses inthefacultiesofengineeringand

agriculture, so learners, based on these mandates of the Japanese government, could develop skills useful for their

universitycareerandtheworkingworld.Inthispresentation,Iwilldiscussthefindingsofthestudyoftheimpactofthis

newsyllabustypetermedEcologicalDynamicAssessment(eDA).Thetotalnumberoflearnerparticipantsinthestudy

was36andtheimpactofeDAwasexploredthroughaqualitativestudyoftheinteractionbetweenthemusingActivity

Theory(Engeström,1987)astheanalyticalframework.

Thesyllabuscombinedtheuseofanonlinelearningmanagementsystem(LMS)environmentwithweeklyscheduled

face-to-faceclasses.Thetasksthelearnersundertookrequiredthemtoresearchinformationwithingroups,sharethat

informationusingasynchronousdialogueintheLMS’sonlineforums,createpresentationsusingtheirresearchfindings,

andthenpresenttopeersandinvitedfaculty.Theface-to-faceclassroomtimewasdevotedtogroupdiscussionwiththe

teacheravailablefordialogicinquiry(Wells,2000).Initialexaminationoftheonlineforumdialoguerevealedevidence

thatthelearnersweremediatingeachother’slearning.

Tobegin,thereisasynopsisofeachstepoftheanalysisstartingwithamapshowingthecomplexityoftheinteraction

betweengroupsoflearnersintheonlineenvironment.Next,analysisofthedialoguewillbeshown.Usingactivitytheory

astheunderlyingtheory,thelearnerdialoguewasdividedinto‘threads’basedontheobjectofthelearners’activity

andthesethreadswereanalysedusingLongacrediscourseanalysistools(1996).Thisrevealedthatthedialoguewas

procedural, indicating the learners’mediationwas similar to an interactionist type (Poehner, 2008), different from

hortatory type dialogue seen in teacher-learner dynamic assessment dialogue exchanges (Kinard & Kozulin, 2008;

Poehner, 2008). Further analysis of the dialogue using Bereiter’s concept of progressive dialogue (1994) and the

‘improvableobject’(Wells,2000)indicatedthatthelearnerswereusingprogressivedialogueto‘push’theobjectofthe

activitytowardscompletion.

Itwashypothesisedthattheimprovableobjectplayedakeyroleinfosteringlearner-learnermediation,soFeuerstein’s

Learning Potential Assessment Device (LPAD) model (1979), used for constructing more progressively complex

modificationsofataskduringdynamicassessment,wasusedtocomparethelearners’modificationstotheirimprovable

object. Learnerdialoguewas then compared tomediated learningexperience (MLE)parameters (Lidz, 1991)which

showedevidenceoflearnersplayingtheroleofthe‘morecapablepeer’(Vygotsky,1978)whilemediatingtheother

groupmemberstomodifytheimprovableobject.Itwasevidentthatthelearners’mediationnourishedthedevelopment

oftheskillsnecessarytocompletethetask.Itwasconcludedthattheimprovableobjectwasthekeyfactorinfostering

the interaction between the learners, promoting learner autonomy and increasing learner agency (van Lier, 2004),

instillinghabitsthatencouragelifelonglearning.

This researchhas implications for second language learning researchandpractices.Asyllabusof this type inhigher

educationwould give learners the experience in using language to promote skill building, rather than focusing on

grammarorconversationpracticeirrelevanttotheirfieldofstudy.Thiswouldgivethelearnersmoreopportunitiesto

become‘GlobalHumanResources’whiledevelopinglanguagecompetences.

Keywords:

dynamicassessment,learneragency,ZPD,mediatedlearning,classroomecology,LPAD


31

ID020Recognition of Prior Learning (RPL): Transgressing Boundaries between Formal and Informal Learning – An Epistemological Case Study

de Graaff, Frederika(CapePeninsulaUniversityofTechnology)

RecognitionofPriorLearning(RPL)hasitsoriginsinsocialjusticeconcerns,ineffortsmadebygovernments,academic

institutionsandformaleducationtoreachouttoconstituenciesthathavebeenunderservicededucationally(Michelson

&Mandell,2004)orentirelyexcluded,aswasthecaseinSouthAfrica.InSouthAfrica,RPLbecamepartofeducational

policies following the establishment of the National Qualifications Framework (NQF) in 1996. Worldwide changes

in socio-economic and cultural conditions have also started to impact on education in SA and require academic

institutionstotaketheworkplaceintoconsiderationwhenplanningcurricula.RPLhasbecomesignificantbecause“the

interpretationsof learninghavebecomeextended”(Harris,2000),enablingadultstoreceiverecognitionforcurrent

knowledge,contributingtoemployabilityandthedevelopmentofsocietyandthelegitimacyofknowledgefromoutside

theacademia.

RPL draws its theoretical underpinnings from different philosophies, such as constructivism especially experiential

learning; critical theory, placing emphasis on what counts as knowledge (Harris, 2014); and social realism (Breier,

2005)lookingatthetypesofknowledgeinvolvedbasedontheworkofBasilBernstein.Therehavebeenwidespread

theoretical debates concerning the nature of RPL practice and resulting in recent research projects analysing the

interactionbetweentheknowledgedevelopedthroughexperiencevs.academicknowledge(Cooper&Ralphs,2016

andHarris,2014.)

ThispaperispartofabroaderstudyaboutthetypesofknowledgeinvolvedinRPLpractices.Thepaperwillanalysethe

knowledgeclaimsmadebyRPLapplicantsataVocationalandProfessionalHigherEducationInstitutioninSouthAfrica

(V/PHEI),intheprocessofgrantingcredits.Onlyonequalificationisusedforthepurposeofthispaper:theNational

Diploma(ND)inArchitecturalTechnology.

UsingaconceptdevelopedbyMichaelBarnett(2006)ofa“toolboxofapplicableknowledge”,ananalyticaltoolwas

developedtotrytounraveltheideaofaknowledgeclaim.Ontheonehand,thereisknowledgeforthepurposesof

teaching and learningwithinaV/PHEI,“recontextualised”(Bernstein,1996,2000)andadjustedforthepurposesofthe

institutionandthecurriculum.Ontheotherhand, issituated knowledge, tacitorexplicit, thedisciplinaryknowledge

as it isusedby industry,fieldorprofession inacontextdependentapplicationandrecontextualisedformtoenable

peopletouseiteffectivelywithintheworkplace.SituatedknowledgecanonlydevelopoveraperiodandoneoftheRPL

applicationrequirementsisafairnumberofrelevantyearsofworkingexperience.

TheknowledgeclaimsmadebytheRPLapplicantsareanalysedusingthreedifferenttypesofevidence;firstly,naturally

occurringevidenceorworkplacebasedevidencesuchasdesigndrawings,technicaldrawings,projectplansandminutes

ofsitemeetings;secondly,recordsofinterviewsheldbytheresearcherwiththeapplicants;and,thirdlyareviewofan

assignmentcompletedaspartoftheRPLapplication.TheassignmentisareflectedspaceaffordedtotheRPLapplicant

bytheacademicdepartmenttoindicatewidthanddepthoftheknowledgeasinterpretedbytheapplicant.

Thisdatawillthenbecomparedtothe learningoutcomesofthesubject(s)thattheapplicanthasrequestedcredits

for.Theanalysislooksatthelearningoutcomes,withinthecontextofthecurriculum,takingcognisanceofthebalance

betweentheoryandpractice;whatknowledgeapplicantshavedevelopedasaresultoftheirworkandexperiences,what

typesofknowledgeareinvolved,whatboundarieshavetobecrossed.Conclusionsaredrawnandknowledgeclaimsand

thelearningoutcomescomparedaccordingtothedegreeoftransgressionorcuttingacrossboundariesbetweenformal

educationandinformallearning.

Keywords:

RecognitionofPriorLearning(RPL),knowledge,curriculumandemployability


32


Tensions between Organisational and Individual Interests – Transitions and Transformations in the Negotiating Communication of Training Needs within Enterprises

Denninger, Anika; Bernd Käpplinger (JustusLiebigUniversity,Giessen)

Itisafrequentclaimthatcontinuingeducationshouldtransformfromasupplyorientationtowardsanorientationon

demands.Tailor-madetrainingsuitabletotheworkplacesituationandorganisationalneedsistheoreticallyornormatively

frequentlyconsideredthebestway.Soundneedsassessmentsareimportanttoidentifyneedsandtotransfertheseinto

adequatetraining.Theparticipatoryinvolvementofallemployeesisessentialinrelationtoworkplacedemocracybut

alsoinrelationtomodernparadigmsofproductionandservicebeyondTaylorismandNeo-Taylorism.

This paper is firstly based on system theory (cf. Miebach, 2012; Luhmann, 2000). Enterprises are perceived as

organisations,whichmaketheirowndecisionsbutareinfluencedintheirdecision-makingbyothersystems(political

system, economical system, etc.). Different hierarchies and sub-systems existwithin enterprises.Decision-making is

oftenregulatedbydefinedandcommunicatedprocedures.Evenroutinescanbedefinedasdecisions,sincealternative

waysofdecision-makingwerepreviouslyorarecontinuouslyexcluded.AccordingtoLuhmann,communicationisused

asatooltoformorganisations.

Secondly,thepaperisinformedbyliteratureontrainingneedswithinprogrammeplanningtheories(cf.Rose&Fleige,

2017). “Needs assessment is a much discussed concept in adult education” (Sork 2000, p. 100) but scholars have

frequentlypointedoutthattrainingneedsarenotsomethingeasilyavailableorsomethingforwhichsomeonehasonly

toaskquestionsortoproduceaquestionnaire.Nonetheless,theillusionexiststhatneedsassessmentiseasytocarry

outandarathertechnicalissue.ProgrammeplanningliteratureinadulteducationinNorthAmericaandGermanyhas

challenged this technical approach by stressing the importance of socio-political approaches and ethical considerations

evenorespeciallyinenterprises(cf.Cervero&Wilson,1995;Käpplinger,2009;Sork,2010).

Thispaperisbasedontheresultsofacasestudyaspartofajointresearchproject.Thedatawasgeneratedfrom12

guideline-basedinterviews,onegroupdiscussionandadocumentanalysis.Themethodsofdataprocessingarebasedon

qualitativedataanalysisaccordingtoMayring(2008).Fromthismaterial,aprocessmapwasgeneratedshowingroutines

ordeviantwaysofdecisionmaking,stakeholdersinvolved,issuesofprogrammeplanningandformsofcommunication.

A case study originating in theGermanhealth sector is presentedwith the goal of pointing out core processes of

needsassessmentandneedscommunicationwithinenterprises.Tensionsbetweendifferent interestsandneedsof

differentactorsbecomevisibleandhowneedsarenegotiatedishighlighted.Transitionsortransformationsregarding

communicationprocessesareimportantandprogrammeplannersortrainersshouldbeawareofsuchdevelopmentsas

professionallyresponsiblepersons.Whatroledoexternalandinternalactorsplayorcouldtheyplayinordertofulfillthe

highexpectationsrelatedtodemandorientedplanningandtraining?

Keywords:

organisational and individual interest, transition, transformation


33

ID022Utilising Student Heritage in the Language Classroom for Motivation and Cultural Understanding

Dougherty, Patrick (AkitaInternationalUniversity); Aya Dougherty (AkitaPrefecturalUniversity)

Learningasecondlanguagedoesnotrequireonetoshutthedooronone’sownculturalheritage.Languageeducation

canaidinthedevelopmentofstudentswhoaremorecognisantoftheirownculturallegacy,andthelanguageclassroom

canbecomeaplaceforthecelebrationofstudents’heritageorheritages,aswellasbeingavenuetoestablishawareness

of other cultures and cultural norms. This presentation is based on the research and teaching experiences of the

presentersandwillaccomplishtwoobjectives:(1)tooutlinearationaleforincludingstudentheritageassignmentsin

EFL(EnglishasaForeignLanguage)andESL(EnglishasaSecondLanguage)curricula;and(2)tointroducethreeprojects

thatthepresentersdevelopedandhaveusedintheirownlanguageclassroomsinordertogivelanguagestudentsan

opportunitytoengagewiththeirhomeculturesandpersonalheritages.

The cultural heritage of the language learner can also provide a rich source of inspiration and material to assist in

student-centredinstruction.ThepresentersacceptChismandLou’s(2005)premisethatoneofthesignificantgoalsin

a language classroom is intercultural understanding, and further that this intercultural understanding must include the

student’sownculture.Inlightofthisprinciple,itisincumbentuponEFLandESLteacherstocreateopportunitiesfortheir

studentstoexploretheirownculturalandheritagebackgrounds.Further,ifMoran’s(2001)conclusion,thatintercultural

understanding is formed from cultural comparisons, is applied in this context, it indicates a need for students to reach

asophisticatedunderstandingoftheirownculturesinordertounderstandothercultures.Likewalkingacrossastream

bysteppingfromstonetostone,astudentmustfirstappreciatehisorherowncultureandheritageinordertoreachan

understandingofanothercultureandheritage.

Theterms“culture”and“heritage”areexploredinthispaper.AccordingtoHofstede(1996),cultureisacollectiveway

ofactingandthinking.Moran(2001)identifiedcultureasbeingrootedinpracticesofbehavior,artifacts,perceptions,

andthematrixandinteractionofthecommunityandindividual.Practicesofbehaviourcanbelanguageusage,non-

verbalcommunication,actionsandinteractionsofindividualsandindividualsandthecommunity.Artifactscanbetools,

weapons, clothing, food,ordwellings, amongother items.Perceptions, according toMoran, canbebelief systems,

religion,andorvalues.The interactionsofthecommunityand individualcanberooted inreligiousobservancesand

rituals,andexpectationsofbehaviorandbelonging.AccordingtoMoran(2001:24),“cultureistheevolvingwayoflife

ofagroupofpersons,consistingofasharedsetofpracticesassociatedwithasharedsetofproducts,basedupona

sharedsetofperspectivesontheworld,andsetwithinspecificsocialcontexts.”Eachoftheprojectsoutlinedinthis

presentationaddressesoneormoreoftheseaspectsofculture.Thepresentersintroducethreeprojectsthathavebeen

developedforEnglishasaForeignLanguagecoursesinJapanandtheUnitedArabEmirates.Eachoftheseprojects(Tell

me about your Country, Speaking of Japan: a Conversation Game and Lives of our Heritage)offersstudentstheopportunity

togainadeeperunderstandingoftheirownculturalheritageandgivesthemthevocabularyandexperiencetobeable

toexplainthatheritageandculturetotheworldthroughthemediumofEnglish.

TheprojectspresentedtaketoheartthedirectiveoftheUnitedNationsEducational,ScientificandCulturalOrganisation’s

WorldHeritageConventionConcerningtheProtectionoftheWorldCulturalandNaturalHeritageasadoptedon16

November1972, specifically,Article 27,where signatory countriesweredirected touseeducation and information

programmes to strengthen theunderstandingandappreciationofheritageand culture among their citizenry,with

specialfocusontheyoung(UNESCO,1972).ItisofparamountimportancethatEFLandESLstudentsunderstandthat

learningEnglishdoesnotentailclosingthedoorontheirowncultureandhistory.

Keywords:

culture, heritage, EFL, ESL, classroom


34


How is User Involvement Transforming Professional Work, Knowledge and Identities? – Studies in the Danish Health Sector

Dybbroe, Betina; Annette Kamp (RoskildeUniversity)

User involvement is currently a cornerstone in the transformation of the health sector inmostWestern European

countries,aspartofa“sharedgovernanceforhealth“(Kickbusch,2011) involvingcitizensasco-producerswithnew

roles,responsibilitiesanddutiesinrelationtohealthprovision(Barnes&Coterell,2011).Thisaffectsprofessionalwork,

knowledgeandidentitiesofprofessionals,andmaybecomeoneofthemaindriversofchangesinknowledgebases,

clinicaldecisionmaking,andthepositionsoftheprofessionals.Userinvolvementtakesondifferentformsasdiscussedby,

forexample,Martin(2008),BarnesandCoterell(2011),Vrangbaek(2015)andcanbeunderstoodwithdifferentmodels

throughvariousmethods.However,userinvolvementisdrivenforwardthroughrationalitiesofbothconsumerisation,

rationalisation,andstandardisationofhealthcare(Vabø,2006;Christensen,2015;Entwistleetal.,2011)andmustbe

studiedcontextuallyinrelationtohowtheserationalitiescreatetensionsandarepresentedindifferentformsinrelation

tospecificareas,patients,andformsofuserinvolvement.

Ourresearchfocussesonuser involvementofthechronicallyandmentally ill,whereusersaresupposedtotakeon

amajor responsibility formasteringandmonitoringtheirownhealth.Wepresentananalysisofpsychiatricpractice

andhome-basedpracticewithelderly,andexplorehowprofessionalscouldmanagethisandengageinco-production

withpatients.The implicationsofuser involvementmaybeunderstoodasastrengtheningoforganisationalcontrol

andaschallengingtheautonomyoftheprofessionals(Evetts,2011). Itcanappeartothreatenthebalancebetween

responsibilityandrisk(Kilminster&Zukas,2013)andsubsequentlyplaysanimportantrolefortheidentityprocessesof

healthprofessionals.Itisnodoubtawaytocreatebettermanagementofillnessbypatientsasseenby,forexample,

Vrangbæk(2015)andØrtenbladetal.(2015).Butitmayalsobeseenasenhancementofpatients’knowledge;itcan

createhybridformsofknowledge, informedbybothmedicineandusers’experiences(Pols,2011),possiblycreating

distrustofknowledgeinbothprofessionalsandusers(Martin&Finn,2011).

Thiscontributionpresents researchonuser involvement in thehealthsector inDenmark in2015to2017basedon

ethnographic field studieswithin psychiatry andhome-based care.Only very few investigations illuminate how the

professionalsareinvolvedinandinterpretuserinvolvement,andhowthismayaffectprofessionalknowledge,positions

andpracticalwork.Afewstudiespointouthowtimeandorganisationalandinstitutionalframesformedthroughpresent

standardisationofhealthservicesareexperiencedbyprofessionalsasimpediments(Jönsson,2013;Holen&Ahrenkiel,

2011).Thisissuehasalsobeenpointedoutspecificallyinrelationtoworkinpsychiatry(Kamp&Dybbroe,2014).This

researchhoweverdoesnotaddressquestionsonhowuserinvolvementmayleadtoconflictsofknowledgebasesand

ofidentities.Thepaperwillfocusonhowthehealthprofessionals,mainlynursesandhealthcareassistants,interpret

andcontributetochangingwelfareservice inuser involvementmodelsandpractices inpsychiatryandhome-based

care.Howdotheycreate,resistandnegotiateknowledgeandqualityinthemeetingwithusers,andhowdoesuser

involvementtherebyinfluenceprofessionalism?Wepointouthowthelegitimacyofusermanagementmayclashwith

thelegitimacyofthe‘patient’,andfurtheraffectsthelegitimacyoftheprofessionalidentity.Furthermore,weseethat

userinvolvementseemstoenhancefragmentationofprofessionalwork,whenuserstoalargerextentmanagepatient

pathways,leadingtoprofessionalslosinginsightandclinicalunderstanding.

Keywords:

user involvement, health care


35

ID024Activity Theory and Transformative Agency at Work: The Potential of Double Stimulation

Engeström, Yrjö (UniversityofHelsinki); Callie Grant (RhodesUniversity); Takaya Kawamura (Osaka

CityUniversity,Japan); Nick Hopwood (UniversityofTechnology); Belinda Gottschalk (Universityof

Technology); Joce Nuttall (AustralianCatholicUniversity); Irene Vänninen (NaturalResourcesInstitute,

Finland); Marco Pereira Querol (FederalUniversityofSergipe); Annalisa Sannino (UniversityofHelsinki)

Work related learning in today’s world is more than amatter of acquisition of pre-defined skills. It is increasingly

amatterofquestioningtheexistingmodesofpracticeanddesigningnovelsolutionsbasedonequity,sustainability

andcommongood. Inotherwords, learningatwork is intertwinedwiththechallengeofdevelopingtransformative

agencyamongpractitionersand their clients.Howdoes transformativeagencyemergeandhowcan itbe fostered

inlearning?Vygotsky’sprincipleofdoublestimulationoffersatheoreticalframeworkforstudiesaimedatanswering

thesequestions.Recentfoundationalresearch(Sannino,2015)hasledtoaconceptualmodelofdoublestimulationas

astepwiseprocessoffacingaparalysingconflictofmotivesandresolvingtheconflictexpansivelybymeansofcultural

artifactsusedas ‘secondstimuli’thatenablethesubjectstotaketransformativevolitionalactions.Thissymposium’s

papers reporton studies thatmakeuseof this framework indifferentworkcontextsandcultures.Thefivepapers

presentedinthesymposiumaimatidentifyingthepotentialsofdoublestimulationinworkrelatedlearning.

CallieGrant’spaper,Double stimulation and artifact use in leadership learning for school learners,askshowlearnerscanbe

involvedinschoolchangeinwaysthatdevelopthemasdemocraticdecision-makersandleaders.Thisquestionprompted

therestructuringofaneducationalleadershipelectiveofapostgraduatequalificationforpractisingschoolteachersat

RhodesUniversity,SouthAfrica.Theelectivewasdesignedasaformativeintervention.Inresponsetothepaucityof

learnerleadershipinschools(1ststimulus),thepostgraduatestudents(practisingteachers)weremandatedtointervene

intheirplacesofworkandestablishafter-schoolleadershipclubsforlearners.Throughtheirinvolvementinaguided

mini-researchactivity(2ndstimulus),learnerswereabletodetermine‘whatmattered’tothem.Thereafter,througha

processofpracticalexperimentation, learnersplannedand implementedchange initiatives in their schools.Looking

across thedataof70 research reports, thispaperexplores the roleofartifacts in thechange initiativesof theclub

learners.Itexaminesthekindsofartifactsthelearnersdrewonandhowtheartifactswereusedinparticularsituations

tofostertransformativeagency.

TakayaKawamura’spaper,Facilitating double stimulation in the arts-mediated critical management learning for health/

social care workers,considershowJapanesehealthandsocialcareworkersandorganisationsarefacingcomplicated

care needs of a rapidly ageing population as well as pressing governmental requirements for cost containment,

quality improvementand risk reduction.OsakaCityUniversity’shealth/social careexecutiveMBAprogrammetrains

medicaldoctors,nurses,pharmacists,socialworkersandadministratorstocopewiththesechallenges.Everystudent

isrequiredtoplanherowndevelopmentalworkresearchstudytocreateinnovativeprofessional/managerialpractices

and transform theirworkplaces. Thepaperexaminespotential contributionsof arts-mediatedworkshops to critical

managementlearningintermsofdoublestimulation,usingaquestionnairesurvey,interviewswiththestudents,and

observationsasdata.

ThepaperofNickHopwoodandBelindaGottschalk,Double stimulation and tool use in services for families with young

children at risk, examines learning and agency in early intervention services targeting families where risks to the

children’sdevelopmentandwell-beinghavebeenidentified.Theintentionistobuildparents’agencyinrelationtotheir

children’sdevelopmentbytransformingparentingpractices.Theanalysisdrawsondatafromahomevisitingserviceand

atoddlerclinic,examiningwhatkindsofartifactsareused,includingabstractconcepts,mundanehouseholdobjects,

thoseintroducedbyprofessionals,andthebody.Theseartifactswereusedtofosterpracticessuchasdistractingfroma

situation,calmingdown,andbecomingphysicallyandmentally‘present’.Theanalysisidentifiestentativelinksbetween

detailsoftooluseinparticularsituations,andtransformativeagency.

JoceNuttall’spaper,Exploring teachers’ transformative agency in response to digital technologies and popular culture in

preschools,exploreshowpreschoolteachersarestrugglingtorespondtoanapparentcontradictionbetweenpreschool


36

asalong-standingculturalformandtherealityofchildren’scontemporaryengagementwithdigitaltechnologies.The

paperreportsonanongoingstudyofhowteacherscanlearntorespondeducationallybymeansofaprofessionalartifact

knownas‘web-mapping’.Web-mappingenablesteacherstobasethecurriculuminchildren’sinterests,includingpopular

culture,whilstalsoaddressingyoungchildren’sconceptformationandimplementationofmandatorycurriculum.This

has important implications for teachers’ capacity for transformative agency in response to young children’s rapidly

changinglife-worlds.

ThepaperofIreneVänninen,MarcoQuerolandYrjöEngeströmisentitledConceptual models as second stimuli: Building

transformative agency for collective pest management among Finnish vegetable producers. This study analyses double

stimulation in a Change Laboratory formative intervention aimed at developing integrated pest management among

greenhousehorticulturalproducersinFinland.Aseriesofconceptualmodelsservedassecondstimuliandwereusedto

grasp,reinterpretandresolveaseriouspestproblem(1ststimulus)inageographicallycompactgreenhouseproduction

cluster.Thekeyresearcherplayedadoubleroleasinterventionistandparticipantwhowasactivelylearningandhelping

toconstructthemodels.Theanalysisshowsthatthestepwisecollectiveconstructionanduseofthemodelsthroughout

theinterventionfacilitatedthegenerationoftransformativeagencyamongtheparticipants.Byallowingthesharing

ofdifferentconceptualisationsamongpractitionersandbymaterialisingthediscoverednewrelationsintheanalysed

system,themodelsfunctionedascommunicationandnegotiationdevicesthatfacilitatedexpansionfromnarrowfarm-

specificobjectstowardasharedobjectofcollectivepestmanagement.

Keywords:

transformativeagency,doublestimulation,activitytheory,conflictofmotives,expansivelearning,formativeintervention


37


Learning, Identity and Transformative Agency: A Framework for a Developmental Study of Medical Students’ Learning in a Healthcare System in Turmoil

Farnsworth, Valerie (UniversityofLeeds)

The UK’s National Healthcare System (NHS) has been undergoing dramatic changes, largely shaped by the state’s

move toprivatisation.Thispapermakesa case for theneed tobetterunderstandhowthesechanges impactupon

medicalstudents’learningandcareerchoices.Theprimaryargumentisthatthesechangesarehavingprofoundknock-

oneffectsforpatientsandhealthcarepractitionerswhichstudentsarepickinguponastheyprogressthroughtheir

medicaleducation,particularlyintheirpractice-basedplacements.Thedistinctwaysmedicalstudentsexperiencethese

changesneedtobeunderstoodandthatunderstandingshouldbeusedtosupportstudents’learninganddeveloping

professionalism.Professionalisminthiscasereferstolearningoutcomesthataredifficulttoteachandarguablymost

readily affected by informal and non-formal learning experiences, which are contextually situated. Professionalism

includestheprofessionalskillsandattitudesrequiredofadoctor,butalsoprofessionalidentity.Inadditiontoaconcern

fortheimpactonlearning,thereisaneedtobetterunderstandtheidentityworkthatgoesoninmedicaleducationin

lightofissuesaroundtheretentionofdoctorsandrecruitmentintocertainspecialismsaswellasleadershiproles.

The paper presents a framework and methodological approach to study the way these changes are shaping the

identities/identificationsandexperiencesofstudentswhoarecompletingacourse inMedicinewhich includesearly

pre-clinical placements in both primary and secondary care workplace contexts. The research uses case study and

interview-basedmethodstobetterunderstandthesituatedlearningexperiencesofmedicalstudentsinordertoinform

curriculumdevelopmentandeducationalstrategiesthatcansupportstudents’transitionsintotheircourseandintothe

workplaceuponcompletionofthefive-yeardegree.Viewinglearningassociallysituatedmeansweneedtoaccountfor

thewaysidentificationsshapeandareshapedbytheeducationalexperienceandtransitions.Italsomeanswerecognise

thatlearningtakesplaceinrelationtoactivitysystemswhichmayentailcontradictionsthatbothconstrainandenable

thelearningprocess.Thestudyexploreslearningfromthisperspective.Theproposedtheoreticalframeworkcombines

socio-culturaltheorywithasocio-spatialperspectiveinordertostudylearningassituatedinspaceandplace,understood

socio-materially, socio-politicallyanddiscursively.Thestudydesignwillattempt toaccount for thecultural-historical

transitionsoftheNHStosupportasystematicinquiryintotherelationshipbetweenthesechangesandthechanging

identityoftheindividualmedicalstudent.AnalysisofwhatJamesGeecalls‘Discourses’(orparticularwaysofthinking,

actingandinteracting)usedbyparticipants, inplacementcontextsandresearchinterviews,providesinsightintothe

qualitiesthatmakeupthekindofpersontheywanttobecomeandberecognisedas,henceprovidinginsightintohow

theyareorientingtothecontextandidentifyingwiththehealthcareprofessions.

In conclusion, thepaper illustrates theways the studydesignhas taken into consideration an intention to conduct

researchthatcreatesknowledgewhichcan informpractice.That is,akey researchaim is tounderstand learningas

situated,withinasysteminturmoil,sowecanbettersupportstudentstolearnanddevelopintoeffectivehealthcare

practitioners. One aspect of learning that is becoming increasingly important for doctors of tomorrow, given the

changinglandscape,iswhatAnnalisaSanninoreferstoas‘transformativeagency’.Transformativeagencyinthisstudy

wouldentail individualandcollectiveactiontowardsimprovedworkandsocialrelationsinhealthcare. Inelaborating

ontheframeworkandmethodologyIhopetomakethecasethatsuchastudywillnotonlyprovideauniquesituated

understandingoftheidentityworkandsituatedlearningprocesswithinmedicaleducationinanEnglishuniversitybut

alsowillelaborateonprinciplesandlearningobjectivesthatcouldsupporttransformativeagencytoenableourfuture

doctorstopromotejusticeandsocialchange.

Keywords:

healthcare system, learning, situated learning


38

ID026 Reflections on ‘Non-traditional’ Students as Higher Education Policy Constructs and the Implications for Student Identity in Work and Learning Contexts

February, Colette (UniversityofWesternCape)

Aretheoriginsof‘nontraditional’studentconstructstobefoundmainlywithintheambitofeducationalpolicyrather

thantheacademicliterature,andwhataretheimplicationsforstudentswithinthecontextofthemassificationofhigher

educationandflexibleformsofteachingandlearningprovisionforallstudents?Insightsdrawnfromacasestudyofone

SouthAfricanuniversitysuggeststhattherearedifferentwaysofknowing,andnaming,‘nontraditional’studentsatthe

UniversityoftheWesternCape,andthevalueindoingsofacilitatesnewwaysofthinkingabouttransitioningcategories

of‘traditional’and‘nontraditional’students,bothinstitutionallyandbeyond.

Worldwide,agreaterandmorediversestudentpopulationparticipatesinhighereducationnowmorethaneverbefore.

Theliteraturesuggestsanincreasein‘nontraditional’studentscommonlyregardedasadult students, part-time students,

working college students, widening participation students, new wave students, millennial students and undocumented

students as examples in this regard. Policy imperatives, such as widening participation and flexible provision, have

influenced new kinds of student identities beyond the familiar and fixed student categories, of ‘traditional’ and

‘nontraditional’,conventionallyinuse.Problemsof‘nontraditional’studentidentityarecompoundedwhenthelanguage

andnomenclature inhighereducationperpetuateonlycertainkindsof ‘nontraditional’studentconstructs,denoting

mainlyanincreasednumericalpresenceforcertainstudentgroupswhileunderarticulatingblendedstudentidentities

andcorrespondingeducationalneedsforwhatisarguablyanewandgrowingsegmentof‘nontraditional’studentsin

highereducationtoday.While‘nontraditional’studentsarewidelyreportedintheliteratureashavingbothanincreasing

andprevailingpresenceinhighereducationinternationally,scholarlyinterestinstudentsconstructedinthiswayappears

toberelativelyrecentanddisproportionatewhencomparedwiththeliteraturepertainingtohighereducationstudents

regardedas‘traditional’.

Butwhoarethese‘nontraditional’studentsinhighereducationcurrently,andaretheiridentitiesbydefinitiondistinct

fromeachother?Whatiscurrentlydenotedbythis‘non-traditionalising’nomenclaturewhentheliteratureprogressively

regards‘nontraditional’studentsasthe‘newmajority’,the‘newtraditionals’andthe‘newnormals’inhighereducation

presently?Howdifferentaretheyfromstudentswhomaystillbeconventionallycategorisedas‘traditional’?

For higher education ecologies worldwide, generalisations about ‘traditional’ and ‘nontraditional’ higher education

studentscurrentlyprovideawindowononlytwomain‘types’ofstudentparticipatinginhighereducation.However,

newandtransitioningstudentconstructsmustalsobereflectedinthelanguageofhighereducationpresently.When

this is not done, the educational identities of all students in higher education are only partially understood and their

educationalexperiencesmaybecompromised.

Re-imagining nontraditional student constructs is recommended alongside discourses that make possible teaching

andlearningarrangementsforallhighereducationstudents,whofindthemselvesshapingtheirstudenthoodalongan

increasinglyblended‘traditional-non-traditional’continuuminhighereducationpresently.

Authenticatinglifelonglearninginhighereducationmaybeawayofnotperpetuatingcertainkindsof‘non-traditionalisms’

inthelexiconsofhighereducation,andmayusefullyleadtowaysofre-imaginingcontemporarystudentcapabilityas

partofawidersetofeducationalattributesinamorebroadly-acknowledgedstudentspectrum.

Keywords:

highereducation,wideningparticipation,lifelonglearning


39

ID027Fostering Potential through Work Integrated Learning: Applications of Behavioural Insights

Foster, Lori (NorthCarolinaStateUniversity); Raymond Patel (MERSETA)

Accesstomeaningfulwork isabasichumanright,asoutlinedintheUnitedNationsUniversalDeclarationofHuman

Rightsadoptedin1948.Worknotonlyservesasasourceofincomeandfinancialsecurity.Undertherightcircumstances,

it alsoprovides anopportunity forpsychological empowerment. It is anavenue throughwhichpeople candevelop

personalagency,formingmeaningfulrelationshipswithothersandcultivatingasenseofautonomy(freedomtomake

choices)andcompetence(masteringskills).

Giventhis,both“decentwork”and“lifelong learning”playprominentroles in internationaldiscourseonsustainable

development.In2015,thenationsoftheworldagreedtoseventeenSustainableDevelopmentGoalsestablishedbythe

UnitedNations.Goal#8entailspromoting“inclusiveandsustainableeconomicgrowth,employmentanddecentwork

forall.”Goal#4isto“Ensureinclusiveandqualityeducationforallandpromotelifelonglearning.”

Theworkworldcanbeanimportantconduitforlifelonglearning.SuccessfuleffortstowardWorkIntegratedLearning

(WIL)triggerreinforcingrelationshipsamonggoalsetting,learning,skilldevelopment,andempowerment,creatinga

positiveworkcyclethatbenefitsboththeworkerandworkplace.However,effortstowardWILarenotalwayssuccessful.

IneffectiveWILprogrammescanbackfire,leadingtofrustrationandreductionsinengagementandself-efficacy.

Atpresent,muchmoreworkisneededtounderstandandpromotemeaningfulWILexperiences.Becausepeopleare

atthecentreofWIL,insightsfromthesocialandbehaviouralsciencescanbeparticularlypowerful.BehaviouralInsights

aimtoimprovehumanwelfarethroughpoliciesandregulationsformedfromempirically-testedresults,derivedusing

soundexperimentalmethods(Lunn,2014;OECD,2017).BehaviouralInsightsusetheoriesandmethodsfromdisciplines

such as psychology and behavioural economics to design and test people-centred interventions – solutions that take

intoaccountthewaypeopleprocessinformation,makedecisions,thinkabout,influence,andengagewiththeirwork,

learningopportunities,andeachother.BehaviouralInsightsalsoaddressorganisationalfactorsthataffectlearningand

growth.

Behavioural Insightsgainedearlymomentum in theUK,Singapore,Australia,and theUSandare increasinglybeing

adoptedbygovernments,regulatorybodies,andpublicorganisationsworldwide.Anarticlepublishedlastyeardetails

the rapid spread of behavioural science initiatives around the globe from 2013 to 2016, pointing to international

bodiesincorporatingbehaviouralinsightsintotheirwork,includingtheWorldBank,theUnitedNationsDevelopment

Programme(UNDP),theEuropeanCommission,theWorldEconomicForum,andtheOECD(Halpern&Sanders,2016).

BehaviouralInsightshavenowreachedmanypartsoftheworldsuchasCentralandLatinAmerica,CentralandEastern

Europe, Africa, South Asia, and the Middle East. In 2017, the OECD published a comprehensive report describing

morethan100casestudiesfromaroundtheworld,whereBehaviouralInsightswereappliedtoavarietyofpolicyand

programmingchallenges,includingthoserelatedtoeducationandworkbehaviour.InthecontextofWIL,thesocialand

behaviouralsciencesoffermanyrelevantinsightsthatshouldbemoresystematicallyandstrategicallyembeddedand

tested.Examplesincludehowtocultivatea“growthmindset”amonglearnersandhowtobestunderstand,assess,and

connectvocationalinterestswithlearningandworkopportunitiestothebenefitofallinvolved.

Work,ifalignedwithanindividual’spassionandinterest,hastheabilitytoactasadriverofsocialdevelopment,cohesion,

andproductivity.InacountrysuchasSouthAfricawhereunemploymenthasexceeded20%formorethantwodecades,

it should be a national imperative to enhance the employment potential of people exiting learning to enter the labour

market.People’semploymentpotentialcanbebolsteredthroughabehaviourally informed integrationofworkand

learning,facilitatingbotheconomicandpsychologicalempowerment.

Keywords:

workintegratedlearning,BehaviouralInsights


40

ID028 Occupations and Occupationalism: The Educational Dimension

Gamble, Jeanne (UniversityofCapeTown)

Anoccupationismorethanajobasaseriesofrelatedtasksoractivities.Itisasocialinstitutionwithfeaturessuchas

externality,objectivity,historicityandsocialitythatplaceitoutsideanindividualperformance,aspecificjobdescription

oraparticularworkplacetogiveitenduringstabilityacrosstimeandplace.Atthesametime,occupationsaredynamic

inthesensethattheycannotbeunderstoodoutsidetheworksystemsinwhichtheyarelocated.Whenworksystems

change,occupationsareopentoamalgamationatmoregenerallevelsbut,morefrequently,tointernaldifferentiation,

narrowerspecialisationandevenfragmentation.

This duality in the nature of an occupation makes it an attractive alternative to skill/competence as labour market currency

thatestablishesadirectrelationbetweeneducationandwork.Withinoccupationalclassificationsystemsthatallocate

codesatdifferent levels to familiesorgroupsofoccupations,an individualoccupationachievesgenericuniversality

acrosscontextsbyfittingintoalargergroup.Atthesametimequalificationscanbepeggedathigherorlowerlevels

withinanoccupationalgroup.Thehigherthelevel,thebroaderandmoregeneraltheoccupationalqualification;the

lowerthelevelthenarrowertheknowledgeandskillspecialisationthatprovidesthebasisforthequalification.

Giventherangeanddifferencesinworkcontextstowhichacodedoccupationwouldpresumablyapply,thequestion

that immediatelyarises iswhetheronedesignatedoccupationcancapturevariationsofthesameoccupation inand

acrossindustrial,commercialandservicesectors.Asecondquestionwouldbeabouttheeducationalimplicationsofthe

versionof‘occupation’adoptedasthebasisforqualificationsandcurricula.Broadandgeneralornarrowandspecific?

Thepaperexploresthesequestionstheoreticallyandempirically.Theconceptsof‘occupation’andaderivedrhetoric

of ‘occupationalism’asan ideologicallyconstructedcategoryare investigatedthroughreferenceto literaturedrawn

fromthesociologiesofeducation,work,professionsandoccupations.Thisprovidesaseriesofframesforinterpreting

asectionoftheempiricalfindingsofarecentresearchstudyundertakeninSouthAfricaon‘WorkandQualifications

FuturesforArtisansandTechnicians’,commissionedbytheLabourMarketIntelligencePartnership(LMIP).Thestudy

investigatedfourmid-leveltechnicaloccupationsofwhichthreewerecodedoccupationsintermsoftheSouthAfrican

OrganisingFrameworkofOccupations(OFO)andclassifiedastradesrequiringanartisanqualification(althoughthese

qualificationswerenotyetavailableatthetimeofthestudy).

Althoughthereasonsforsimultaneouspatternsof ‘upskilling’and ‘down-skilling’differedwidely,significant internal

occupationaldifferentiationwasfoundineachofthethreesectorswithoutformalqualifications.Whatwassignificant

wasthateachofthesesectorsexhibited,withinitsspectrumofoccupationalvariations,aversionofa‘whole’occupation

whichwascraft-basedinthesenseofrequiringall-roundexpertiseandcontroloverworkfromstarttofinish. Inthe

fourthsectorwhereoccupationalterritorieswerestable,well-definedandresistanttodilutionorfragmentation,formal

qualificationsoperatedatagenerallevelratherthanatanarrowlyspecialisedlevel.

Inthefinalsectionofthepaper,thesefindingsprovidethebasisforaddressingpossibleeducational implicationsof

using‘occupation’astheinterfacebetweenworkandeducation.Itisconcludedthatthechoiceswemakeaboutthe

scopeand levelofqualificationswilldeterminetheextent towhich the languageof ‘occupation’avoidsknowledge

andskillstratification.Relationswillneedtobeforgedbetweenbroadandnarrowtechnicalspecialisationtoprevent

theeducationaldimensionof‘occupation’fromservinganemptyrhetoricof‘occupationalism’andtoenableentryinto

occupational communities as living entities that extend beyond the bureaucracy of numbers and levels in an occupational

classificationsystem.

Keywords:

occupation, occupationalism, occupational qualifications, occupational differentiation, occupational community,

knowledgeandskillstratification


41


Skills and Training Needs in Community Based Natural Resource Management

Gandiwa, Edson (ChinhoyiUniversityofTechnology,Zimbabwe); Antje Barabasch (SwissFederalInstituteforVocationalEducationandTraining)

CommunityBasedNaturalResourceManagement(CBNRM),awell-establishedrelativelynewdisciplineinsub-Saharan

Africathatstartedinthe1980s,isconcernedwiththemutualco-existenceandinteractionofcommunitiesandwildlife,

especiallyinareasoutsideofprotectedparks.Socially,manyruraldwellingAfricans,whointeractmorewithnaturethan

urbandwellers,stillpossesstheskillsrequiredtosustainablymanagetheirnaturalresources,includingforests,through

differenttechniques,suchasharvestingofmedicalplantsorthehighlycomplexregulatedresourceusebasedonthe

productive and reproductive capacitiesofnature andwildlife. This knowledge is highly relevant for the sustainable

managementofresourcesandneedstobeintegratedintotrainingprogrammes.

Researchhasshownthattheutilisationof localknowledge isparticularlyrelevantwithinwildlifeandnationalparks,

gamereservesandoutsideprotectedareasincludingcommunalareaswhereoftentheconflictbetweenwildanimals,

traditionalfarmingandmodernfarmingescalates.SouthernAfrica isrich innaturalandwildliferesourcesaswellas

cultural heritage cultivated by local communities. Tourism development, sustainable natural resourcemanagement

and sustainable agriculture are highly relevant sectors for local employment. It iswithin these sectorswhere skills

developmentatalllevelsisneededandhastobeviewedwithinaframeworkofCBNRM.Keyissueswhichalsomake

training essential, such as the increasing need for biodiversity monitoring using modern technology, information sharing

on conservation, setting of sustainable utilisation quotas, tourism and international conservation initiatives, among

others,needtobeaddressedwithintrainingprogrammes.

Thepaperaddressesthecomplexityofthechallengesrelatedtowildlifeandnatureconservationanddiscussesthenew

skilldemandswithinthisfield.Itwillpointspecificallytorequirementsforvocationalortechnicaltrainingbasedona

criticalanalysisofthecurrenttrainingprovision,focusingoncasestudiesfromSouthernAfricancountries.

Keywords:

community based natural resource management, ecotourism, skills needs, vocational training


42

ID030 Developmental Change Laboratories between University and Work in Health Sciences

Garraway, James; Lloyd Christopher (CapePeninsulaUniversityofTechnology)

Theresearchreportedoninthispaperiswithinthebroadthemeoftransformationofworkpracticesandboundary-

crossing between education andwork, ultimately towards improved health/socioeconomic conditions. The field of

EmergencyMedicalScience(EMS)isinfluxasitchangesfromamorepractical,rule-boundfieldofpracticetowardsone

inwhichpractitionersareexpectedtomakemoretheoretically-baseddiagnosticdecisionsandinteractmoreextensively

withbothpatientsandothermedicalpersonnel.Asthingsstand,studentsspendtime intheircurriculumunderthe

tutelageof currentworkplacepractitionerswhoactasmentors.However, thementorsare themselvesproductsof

theold styleof traininganddonotnecessarily supportor valuenewstudents’diagnosticabilities,whichmayeven

beinadvanceoftheirowntraining;thiscan,inturn,bedeleteriousforpatienthealth.Thereappearstobenoquick

fixorsimplesolutiontothishistoricallydevelopedproblemthustheso-called ‘DevelopmentalChangeLaboratories’

(Engeström&Sannino,2011)wereexploredasapotentiallyusefulapproachforfurtherinvestigationofdisjunctures

betweenuniversityandworkpractices.

Inshort,theChangeLaboratoriesarefuture-orientatedspacesinwhichthewisdomoftheparticipants,drawingfrom

theirpastandcurrentpractices,isusedtodevelopnewandimprovedwaysofpractising.Participantsarefirstmade

awareofthenatureofthelaboratoryandwhattheexpectationsarefromthemselvesandfromtheresearcher.The

startingpointorfirst stimulus is theunearthingof contradictions thatmayexistwithin thesystemasawhole,and

ensuringthatthesearefullyunderstoodbyallparticipants.Thenextstepisthecollaborativeidentificationofsomeform

ofinitialin-betweenobjectwhichcontainsthefundamentalcontradictionoftheactivity(Virkkunen&Newnham,2013)

andmayservetocoordinate,developandimproveonpractices.Initially,thisin-betweenobjectispoorlydevelopedand

definedandistermeda‘germcell’.Thepurposeofsuccessivemeetingsisthentodevelopand‘flesh-out’thisgermcell,

ultimatelyasanewwayofworkingthatcanbeexperimentedwithandfurtherrefined.Suchdevelopmentisreferred

tobyEngeströmandSannino(2007)as ‘expansivelearning’.Thenatureoftheactions inthelaboratorymovesback

and forward frommore empirical evidence drawn from participants’ experiences tomore abstract understandings

encapsulated in activity system diagrams. In between these are new ways of working, or tools, uncovered in the

discussions.Thesethreepartsaredisplayedvisuallyanddevelopmentsfrompreviousworkshopsareutilisedasstimuli

forsubsequentones(Virkkunen&Newnham,2013).Informationhasalreadybeengatheredfromacademics,workplace

mentorsandstudentsondifficultieswhichstudentsexperienceintransitioningintowork,whichwasusedasastimulus

to promote discussion amongst participants of contradictions for the first Change Laboratoryworkshop.We have,

furthermore,exploredapossible‘germcell’,whichencapsulatesthefundamentalcontradictionsbetweenworkplace

mentors and the developing academic curriculum, that of workplace mentors, academics and students working

collaborativelyoncomplexproblemsdrawnfromthefield.Tothisend,fourworkplacementorshavebeenemployed

toworkwithstudentsandacademicspart-timeintheuniversity-situatedskillslaboratory.Duringourworkshops(five

betweenMayandJune2017),weattemptedtoconcretiseandrevealthecomplexrelationswithintheinitialgermcell.

Theresearcherspreparedto launchaChangeLaboratoryprojectbyattendingaone-weektrainingprogrammewith

ProfessorVirkkunen(CRADLE)on‘ResearchingChangeLaboratories’.Thistrainingwasprecededbyaone-dayseminar

withProfessorEngeströmandDrSannino,alsofromCRADLE,onChangeLaboratoriesandexpansivelearning.

The number of analyses of the Change Laboratory process remains small (Virkkunen & Newnham, 2013) and our

presentationaims tocontribute to thisbodyofknowledge. Inourpresentationwewill reporton thedevelopment

ormutationofourinitialgermcell,andtheextenttowhichthegroupmanagedtocreatenewformsofpractice,an

expandedobjectoftheactivity,andwhichfactorsconstrainedorenhancedthisdevelopment.

Keywords:

changelaboratories,workplacelearning,contradictions,emergencymedicalsciences


43

Precarious Work in the Field of Academic Work

Gleerup, Janne; Niels Warring; Birger Steen Nielsen; Peter Olsèn (RoskildeUniversity,Denmark)

Precariouswork is a termoften associatedwithworking conditions for unskilled or low-skilledworkers, vulnerable

groupsandmigrantworkersintheprivatesector.Reasonsforthisareobvious,sincethisiswherethetendenciesare

first identified (Scheuer,2011).However, it seems thathigh-skilled,well-educatedgroups in the labourmarketalso

experiencechanges towardsmoreprecariouswork in termsofmore temporaryworkcontractsandgenerallymore

insecureworkandwageconditions(Standing,2009,2011).InDenmark,tradeunionsofacademicsbecomeawarethat

anincreasingnumberoftheirmembersareaffectedaswell.Fulltimeacademicpermanentjobsaretransformedinto

time-limited,project-basedorparttimejobs(Pedersen&Ribe,2013;Bøttcher,2016;Eilertsen,2016).

This paper presents selected findings from an ongoing Danish Research Project, exploring how precarious work

conditionsbegintoemergeintheacademicpartofthelabourmarket.Unlikethemajorityofcurrentresearchprojects

aboutprecariouswork,thisstudyismainlyqualitativeandseekstoexplorethesubjectivedimensionsofprecariousness.

Theresearchquestionsfocusonhowtendenciestowardsprecariousworkareexperiencedanddealtwithbyaffected

academicworkers.Theanalysisisinspiredbyaneverydaylifeperspective(Lefebvre,1991)aimingtoelicitwhatprecarity

isabout,whenitcomestoacademics.Howdotheemployeesinterpretandrespondtotheirconditionsandhowdothey

copewiththeinsecurityoftheirworklife?Aretheywellsupportedbytheirtradeunionordothetradeunionsfailto

grasptheirspecificneedsandinterests?

Thepaperfirstintroducesthecontentoftheresearchprojectandthemeta-theoreticalandmethodologicalpointof

departurebehindtheresearchdesign.Next,weelaboratebrieflyonthenotionofprecariouswork,arguingthatthe

complexityof thephenomenoncallsuponan interdisciplinaryapproach, viewing subjectiveexperiences in the light

ofcurrentchangesonthelabourmarket,interwovenwithglobalisationandthetransformationoftheNordicwelfare

statemodel(Andersen,2014;Mailand&Larsen,2011).Thirdly,thepaperpresentsempiricalfindingsinterpretedfroma

criticaltheoreticalstandpointinspiredbytheGermanresearcherAxelHonnethandhistheoryofrecognition(Honneth,

2006).Thepaperconcludesbyaskingopenlyhowsuchnewinsightscanqualifydiscussionsanddecision-makingprocess

needed,inordertofacetendenciesofprecarityinthefieldofacademicwork.

Keywords:

precarity,academicwork,lifeworldperspective,theoryofrecognition



44

An Analysis of Skills within the Horticultural Sector in South Africa: A Value Chain Approach

Govender, Dhiren (UniversityofWitwatersrand)

TheSouthAfricanfloriculturesub-sectorhasbeenrecognisedastheoneoftheindustrieswiththepotentialtogrow

andcontributepositivelytothecountry’seconomy(Netnou-Nkoana&Eloff,2012).Withthelabourintensivenatureof

thefloriculturesub-sector,employinginexcessof17500people,itisarguedthatithasthepotentialtobecomeamajor

playerontheglobalstage(KaiserAssociates,2000).Althoughsubstantialhumanresourcecapacityisavailablelocally,

ashortageofskillsincertainareasislikelytohinderthedevelopmentofcertainsectors(Visser,deVisser&Dijkxhoorn,

2012).Hence,acoherentstrategyisneededtoaddressskillconstraintsthatmaypreventtheexpansionofthepertinent

sectorsor the introductionofnewactivitiessuchasskillsdevelopment towardsgreenerdisciplines likehorticulture

(Maiaetal.,2011).

Thisstudywillexplorethecircumstancesunderwhichparticipationintheglobalvaluechainfacilitatesskillsdevelopment

andeconomicgrowthinthehorticulturalsectorinSouthAfrica.Thestudywillbelimitedtothefloriculturesub-sector,

aselectedvarietyofflowersandthemainproductionareasinSouthAfrica,namelyKwaZulu-Natal,CapeTown,Gauteng

andtheLimpopoprovinces.Thisstudywilldrawonthebroadconceptualmodelsofvariousexpertsonindustrialpolicy,

value chain upgrading, demand analysis, supply analysis, vocational education studies, the evolutionary economic school

andtheirfocusoninstitutions,includingskillsdevelopmentinstitutionsandhowallthisappliestohorticulture.Thiswill

bedonewithparticularinterestintheinterfacebetweeneducationalandtraininginstitutionsandfirms.

Keywords:

horticulture,floriculture,globalvaluechain,skillsanalysisdevelopment

ID033


45

Student Learning at the Interface of University and Industry, Demonstrated in Final Year Civil Engineering Assignments

Gwynne-Evans, Alison (UniversityofCapeTown)

Engaged scholarship is an area of research that seeks to focus attention on the learning opportunities that occur at

theinterfaceoftheacademicandthewidercommunity.Akeycomponentofengagedscholarshipisthatitrecognises

thatexpertiseresidesnotonlyinacademia,butintheworldbeyondtheuniversity.Muchacademicengagementwith

communitieshas focusedon thebenefits to the communityofpractice that comeas a resultof engagementwith

academia.Learningwasseentobedirected fromacademia towards thebenefitof thecommunities thatacademia

engageswith.Incontrast,engagedscholarshipintentionallyrecognisesthemutualityofthelearningexperience:that

learningoccursinbothdirections–fromtheuniversityintothecommunityandfromthecommunityintotheuniversity.

This recognitionchanges thepower relationships in the learningexperienceandallowsparties toengageas fellow

learnersandbuildersofknowledgeratherthanasexpertsorbeneficiaries.

Thispaperexplorestheopportunitiesforengagedscholarshipthatoccurasaresultofinteractionbetweenfourth-year

civilengineeringstudentsattheUniversityofCapeTownandthecivilengineeringcompaniesthestudentsengagewith

aspartoftheirprofessionalpracticeworkexperience. Inthefourth-yearmodule,ProfessionalPractice,studentsare

allocatedtoacurrentengineeringproject.Studentsarerequiredtoengagewiththedifferentpartiesmanagingthe

project.Theyneedtoassessthewayinwhichengineeringprofessionalismisdemonstratedbythevariouspartiesand

toshowthedegreetowhichtheirengagementwiththeprojectbuildsacriticalawarenessoftheimpactofengineering

activityonthesocial,industrialandphysicalenvironment.

The students’ engagement demonstrates engaged scholarship in the opportunity to engagewith the professional

environment – at the same time the engineering project is impacted by the engagementwith the students and is

potentiallychangedbythe interaction.The learningprocessherecanbedepictedas theacquisitionofexpertiseor

professionalexperienceprimarilyinvolvingthestudentlearningfromthecompany.However,becausethestudentis

potentiallyatthecuttingedgeofnewknowledgeacquisition,thereisalsothepotentialforthestudentstocontributea

newperspectivewithintheworkplace.

Thereisalsopossiblesecondarybenefittothecompany.Thismayincludethestudents’visitactingasan‘alarmbell’

encouragingemployees’ carefuladherence to safety rulesandprofessional time-keeping.Students’presence in the

workplacemightalsobeseentoencourageworkerstoworkharderastheyareawareoftheadditionalpairsofeyes

watchingthem.Inturn,studentsareabsorbingprofessionalpracticeasadiscourseandasawayofbeingintheworld.

Thisanalysisshowsthepotentialofengagedscholarshiptocontributeasamethodologytodevelopingknowledgein

acontextwherestudentidentityistransitioningintothatofaprofessional.Engagedscholarshipenablescollaborative

engagementandagencybetweendifferentpartiesintheprocessofknowledgeproductioninamutuallybeneficialway.

Keywords:

engagedscholarship,professionalpractice,workexperience,professionalidentity



46

Learning to Deal with Psychosocial Strains at Hospitals

Hvid, Helge; Peter Hagedorn-Rasmussen; Henrik Lund (RoskildeUniversity)

AtRoskildeUniversity,wewereinvitedtojointheinitiative‘ExpertAdviceandInspirationforaBetterPsychosocialWork’.

Thisthree-yearinitiative,withfundingof135000euro,aimedforimprovementofthepsychosocialworkenvironment

withinhospitalsandauthoritieswithintheregions.

Our contribution – expert advice and guidance related to organisational development and psychosocial work environment

–woulddifferfromtheadviceofthehospital’sinternalconsultancies.Itwouldberesearch-based,butalsocontributeto

improvementofthepsychosocialworkenvironmentandthequalitiesofthehospitalservices.Weprovidedthehospitals

withaframeworkofthreeinterconnected,butdistinct,research-basedconcepts:

¡ Job crafting: an importantpartof theactualorganisationaldevelopment is the jobcraftingwhicheveryone

performsaspartoftheirjobs(Wrzesneiwski&Dutton,2001;Berg,Dutton&Wrzesneiwski,2007)

¡ Rhythm analysis: inspired by Lefebvre (2012), according to this concept, the daily rhythms of the work

organisationarecrucialforsocialsupportandlearningopportunities(Hvid,2010;Hvid,Lund&Pejtersen,2008)

¡ Relational coordination: inspiredbyGittell (2009), according to this concept, sharedgoals, timingofwork,

sharedknowledgeandmutualrespectamongdifferentprofessionsarecrucialforperformanceandwell-being.

Our assumptionwas that advice and guidance is an intervention that induces organisational learning, if facilitated.

Employeesandmanagersengagedindialogicalandreflexivepractices,associatedwiththeexpertadviceandguidance,

maywellleadtochangesinworkorganisation.Theaimwastopavethewayforincrementalchangesinordertoincrease

organisationalresilience(Hagedorn-Rasmussenetal.,2016;Sutcliffe&Vogus,2003),enhancetheabilitytolearn,adapt

workorganisationtoenvironmentalchangeandmobilisecopingstrategiesandresistancerelatedtoworkstrain.The

threeconceptshadtobetranslated(Røvik,2007)intotherealitiesofthespecificworkorganisations.Forconceptual

contextualisation,we conducted interviewswith employers and employees at theirwork places. Subsequently,we

conductedone-or two-dayworkshops, focusingonpossible (incremental) changes. Furthermore,our ambitionwas

tocreateatwo-wayknowledge-production:fromacademiatopracticebymeansofdialogicalandreflectivepractices;

andfrompracticetoacademiainordertogainpracticalknowledge,thusdevelopingthecoherenceoftheconceptual

framework.

To date, we have engaged with five workplaces: a hospital ward for children, a large district psychiatric ward, an

emergencydepartmentofahospitalandtwomedicalsectionsofahospital.

Preliminary results:Thetheoryofjobcraftingdrawsattentiontoandrespectfortheactualperformanceofwork.In

worksettings,whereemployeesareworkingcloselytogetherandusingnotonlytheirprofessionalknowledge,butalso

theirpersonalities,itseemstobeveryimportanttocreateapublicappreciativeofhowemployeescrafttheirjobs.A

meanstocreatethispublicattentionisthecreationofrhythmsinworkthatmakeitpossibletoreflectonanddiscuss

one’sownandcolleagues’wayofperformingwork.

Inhospitals,thedivisionoflabourbetweenprofessionalsandtheabilitytocreaterelationalcoordinationstillisacritical

factorforwell-being,qualityandproductivity.Ageneralpublic,formaland informal–aboutcontentofworkofthe

differentprofessions–isimportant.Tocreatethis,itisnecessarytocreaterhythmsthatmakeitpossibleforemployees

tomeetandtocommunicate.

Keywords:

job crafting, rhythm analysis, relational coordination, incremental intervention



47

ID037Knowledge Democracies

Harman, Kerry (Birkbeck,UniversityofLondon); Linda Cooper (UniversityofCapeTown); Hongxia Shan (UniversityofBritishColumbia)

Thissymposiumengageswiththeconferencequestionof‘Whatistransformative(ornot)inRWLresearch?’througha

collectionofpapersgroupedunderthethemeof‘knowledgedemocracies’.Weareagroupofresearchersinterestedin

socialjusticeandequalityandeachofusisinterestedinthepotentialofworkplacelearningresearchasasiteformore

democraticapproachestoknowledgeproduction. In takingupandworkingwitha ‘knowledgedemocracies’ theme,

weanticipatethesymposiumwillprovidethespacetoconnectandexploreongoingcollaborationforthoseworking

on projects that challenge current knowledge divides such as: North/South; West/rest, active/passive; knowledge/

ignorance;academic/practical.Thiswillincludeconnectingwithusefulliterature(e.g.Cooper&Walters,2009;Grauetal.,

2017;Shan&Fejes,2015),learningfromtheexperienceofthosewhohavedevelopedprojectswhichincorporateactivist

researchtechniques,aswellastheopportunitytojoinaninternationalnetworkexploringthe‘politicsofknowledge’.

Thefollowingquestionswillbeexploredinthepapersandsymposiumdiscussion:

HowontologicalandepistemologicalapproachestoknowledgemayentrenchtheWestastheepistemiccentreand

whatneedstobedonemethodologicallytomakespacefor,ifnottoflattentheontologicalstatusofdifferentwaysof

knowingatworkinthecontextofmigrationandglobalisation.

Whoisabletospeakinaccountsoflearningatwork;whoandwhatisabletobeheard;whoandwhatisvisibleandnot

visible;andwhatgetstocountasexperienceandlearning?Andwhataretheimplicationsforknowledgeproductionin

thefieldofworkplacelearning?

Howmightweproducemoredemocraticaccountsofknowledgeandlearningthattakeintoaccountnotonlydifferent

knowledgesbutdifferentwaysofunderstandingknowledgeand itsrelationshiptoexperience?Andhowmightthis

contributetosocialtransformationandchange?

Keywords:

democraticpolitics,knowledges,equality,changeandtransformation


48

ID038 Youth Workforce Development in South Africa: Analysing the Nature of the Evidence from Programme Evaluations

Hewlett, Lynn (UniversityofWitwatersrand); Carmel Marock (SingiziConsulting)

Interventions in the formof fundedprogrammesareawidelyusedstrategyto tryand improveyouthemployment

in many countries. Many of these interventions target skills development and support formal education-to-work

transitions.Programmesaimtoassistyouthtoseekemploymentopportunities,becomemoreemployable (through

educationandtraining),maketransitionsfromeducationtoworkand/orcreatetheirownemployment.Thespecific

objectivesoftheseprogrammesvary;however,allassumethatyoungpeoplewillbeabletoeitheraccessemployment

asaconsequenceoftheprogrammeand/oraccessfurtherstudyandtrainingopportunitiesresultinginqualifications

thataremoremarketable.

SouthAfrica has followeda similar trend in implementing youthemploymentprogrammes focusingon supply-side

interventions.Theseincludeschooltostudyorworktransitionalprogrammes,programmesfocusedonenhancingwork

readiness and supportingwork placement, programmes supporting the development of occupational competence

(learnerships,artisanships,graduatedevelopmentprogrammes),thoseenablingentrepreneurialdevelopment,andthose

thatcreatepublicemploymentopportunities.Therehasbeenlessevidenceofwhatworksassuccessfulinterventions,

particularlyreviewsthatgobeyondevaluatingtheprogrammesintermsofconventionallyusedsummativeevaluation

criteriarelatingtoimpactandvalueformoney.ThisabsenceofevaluativeworkinSouthAfricaisalsobecausemany

programmeevaluationsarenotavailableinthepublicdomainforscrutiny.Understandingthenatureoftheevaluative

workthatisbeingcarriedoutinthissector,andensuringthattheseresultsarecredible,validandrelevant,iscrucialto

ensuringthatthecentralchallengeofyouthunemploymentisbeingaddressedthroughtheseprogrammes.Inaddition,

itisimportanttobeabletoidentifythelessonsthatcanbelearnedfromtheinterventions.

Forthisstudytheresearchersworkedwithmorethan40summativeevaluationreportsonvariousyouthprogrammes.

This paper reports on ameta-evaluation examining these evaluation reports from two perspectives: whether they

provide useful information on the effectiveness of the intervention and whether they are credible as evaluation

studies.Answering thesequestions requires analysisof thedatapresentedanda considerationofhow ithasbeen

analysedagainstasetofdefinedqualitycriteriawhichenableconclusionstobedrawnabouttheefficacyoftheyouth

employmentprogrammes.Indevelopingthesecriteria,wedrewonframeworksthathavebeendevelopedtoreview

youth employment interventions particularly the ILO and PEPNet and other studies examining evidence from evaluations

andresearchonyouthemploymentandyouthemploymentinterventions(USAIDandWorldBank).Thesestudiesused

the common summative evaluation criteria relating to impact and value for money, but some also add criteria concerning

innovationandpossibilitiesforreplication.

Analysingtheevaluationsusingthesecriteriashowedthatthatmanydidnotprovidethenecessarydataforconclusions

tobedrawnabout theefficacyof theyouthemploymentprogrammes.Thiswas inpartdue to thepoorqualityof

availabledataandanalysis,theresearchdesignsandthetimingoftheevaluations.Whilethesecriteriapointtothepoor

qualityofmanyevaluationsthatneedtobeaddressedbythosecommissioningandundertakingthestudies,thispaper

raisesbroaderquestionsabouttheusefulnessoftheevaluativecriteriaforprovidingpotentiallyusefulinformationabout

theinterventions.Otherreportscontainedinformationandinsightsintotheinterventionsthatwerenotwell-captured

bytheframeworkusedtoevaluatethemandone-offnatureoftheseevaluations.Thispaperexamineswhatcouldbe

learnedfromthesestudies thatwasnotwell captured in thesummativeevaluativecriteriausedandalsoconsiders

howthedesignandconductoftheseevaluationscouldbeapproachedtoallowforbetterqualitydatatoinformthe

developmentofyouthemploymentprogrammes.

Keywords:

youthemployment;programmeevaluations;SouthAfrica


49


Challenge Lab – Learning by Engaging in Society’s Sustainability Transitions

Holmberg, John; Johan Larson (ChalmersUniversityofTechnology)

TheUnitedNations(UN)2030AgendaforSustainableDevelopmentwithits17SustainableDevelopmentGoalsdevotes

Goal4specificallytoeducation,butsustainabledevelopmentisaltogetheralargesocietallearningprocess.Education

withitsinstitutionsthereforehasakeyroletoplay.Thedifferentaspectsofthisrolearediscussedwithineducation

forsustainabledevelopment(ESD)andseveral interestingexamplesofreal-worldESDlearning initiativeshavebeen

developedandrealised.Yettheyarerarelyevaluatedindepthtounderstandwhy,howandwhatkindoflearningthat

occurs.

Inthispaper,ChallengeLab(C-Lab)isanalysed,wherestudentsareprovidedsupportandspacetoengagewithcomplex

real-world sustainability challenges in society. The results indicate that C-Lab is in linewith the ESD ambitions, but

focusesparticularlyonperspectiveawareness,experimentation, leadershipandtheuniquerolestudentscanplay in

society’stransition.TheresultsalsoindicatethatC-Labrelatestoeducationandlearningconceptsofexpansion, dialogue,

values, authenticity, scaffolding, reflection.ThebackcastingprocessusedatC-Labgivestheexpansionadirectiontoward

sustainability,whichisalsotheambitionofESD.

Keywords:

sustainability, education for sustainable development, challenge lab


50

ID040 Threshold Concepts in Radiation Physics Underpinning Professional Practice in Radiation Therapy

Hudson, Lizel; Penelope Engel-Hills, Christine Winberg (CapePeninsulaUniversityofTechnology)

Radiation therapy is a scarce skilled profession globally, and more radiation therapists need to be trained in order to

address this shortage, particularly as healthcare changes from the curative paradigm of the 20th century to a more

preventativemodel in the21stcentury. Imagingandtreatmentmodalitiesarecentral tothismodelandaredriving

that change to thebenefitof thepatient.Medical imagingandoncologyplaya key role inunderstanding complex

biologicalsystemsandaredependentoninterdisciplinaryknowledge(e.g.physics,humanbiology,computersciences)

toextractthatinformation.Tothelayperson,professionalidentityseemscloselyboundtowhataprofessionalcando,

butprofessionalcompetence isunderpinnedbywhatprofessionalsknow,and it istheengagementwithspecialised

knowledgethatcreatesaprofessionalidentity.Centraltoradiotherapypracticeistheknowledgethatenablesaccurate

targetingandtreatmentoftumours,whileensuringmaximumprotectionofthesurroundingnormaltissue.

Thispaperarguesthatwithoutadeepunderstandingand internalisationofthresholdconcepts inRadiationPhysics,

radiotherapistsareunlikelytoachievethenecessarylevelofaccuracyandconsistencyintreatment.Potentialthreshold

conceptsinradiationphysicswereidentifiedandtheirrelationshiptoprofessionalpracticeinradiationtherapyexplained.

Keyconcepts,whileimportant,arenotnecessarilysynonymouswiththresholdconcepts.Keyconceptsareimportant

buildingblocksfortheacquisitionofdisciplinaryknowledge,butwhatsetsthresholdconceptsapartistheirimportance

to professional knowledge, identity and competence, as well as opening the way for future learning possibilities.

Conceptssuchashowtheradiationbeamspreadsout(beamdivergence)andhowthedistancefromtheionisingsource

affectsthebeam(inversesquarelaw)canbechallengingforstudentsenteringhighereducationandexperiencingtheir

firstclinicalplacements.Masteryofthese(andmanyother)conceptscomprisethebuildingblocksofradiationtherapists’

learningtowardsprofessionalpracticeinthecareofthecancerpatient.Thisstudythusaimedtoaddressthefollowing

researchquestions:1)howcanactualorpotentialthresholdconceptsinRadiationPhysicsbeidentified,and2)howare

theseconceptsrelatedtoRadiotherapyclinicalpractice?

Transactionalcurriculuminquirywasusedasamethodologicalapproachthatprovidedopportunitiesforstudentsand

subjectexpertstoengage inextendeddialoguestouncoverwhyparticularconceptsmightbetroublesome,aswell

ashowmasteryof theseconceptsmightbeachieved.BystudyingtheRadiationPhysicscurriculumdocuments, the

students’studyguides,assessmenttasksandtestsoffirst-yearstudents,anumberofconceptswereinitiallyidentified.

Itwasalsoimportanttoelicitinformationfromacademicandclinicalstaffbothtotriangulatethestudentdataandto

hearallvoicesonthethresholdconceptsinRadiationPhysicsandtheclinicalpracticeofradiotherapy.Themulti-voice

perspectivewasanimportantethicalconsiderationtowardsthebenefitofallparticipants.

Identifyingandseparatingnon-thresholdconcepts(i.e.coreconceptsandbuildingblocks)fromthresholdconceptsis

challenging.Itrequires‘mapping’thekeyconceptsinthefieldtoformacoherentwhole,andthenidentifyingthose

conceptsthatareparticularly‘troublesome’.Itwasclearfromthisstudythatthresholdconceptsareindeed‘troublesome’,

often(asinthecaseoftheinversesquarelaw)involvingbothcomplexmathematicsandphysicscalculations.Thefindings

suggest that the typical progression in professional education that assumes the application of theoretical concepts to

practice,mightnotbethebestwaytoacquirethethresholdconceptsthat leadtotransformedpractice.Thisstudy

hasmadeacontributiontothe identificationofthresholdconcepts inprofessionalfieldsasareciprocalrelationship

betweenconceptandpracticewasestablished.WhilethestudywasconductedinaparticularBachelorofSciencein

Radiation Therapyprogramme, it has implications for howacademic and clinical educators in other contextsmight

facilitatestudents’acquisitionofthethresholdconceptsthatunderpinprofessionalpractice.

Keywords:

radiation, radiotherapy, transactional curriculum


51

ID041Re-employment after Profession Change

Ikonen, Leena (UniversityofJyväskylä,Finland)

Theaimofthisongoinggroundedtheorystudyoftheprofessionchangeprocess (PCP)wastogain insight intothe

profession change process of adults enrolled in vocational education programmes and on this basis, to create a model

ofprofessionchangeprocessaswellastoexaminere-employmentafterswitchingtoanotherprofession.Thefollowing

researchquestionisaddressed:Whatarethepossibilitiesforre-employmentafterprofessionchange?Participantsinthe

studyhadalreadychangedcareersandwereenrolledinvocationaltrainingorwererecentlyfinishedtheirstudies.They

hadshiftedtoanotherprofessionthroughvocationaladulteducation.

Thisresearchwasconcernedwithchangesinworkinglifeingeneralandwithdesiretochangeatanindividuallevel.

The context of this study is vocational adult education and employment in Finland.Globally, an insecure economic

situation reflects in the labourmarket, influences employment negatively and escalates structural unemployment.

Changesinthelabourmarketorapersonaldesiretochangeone’sworkforcesemployeestomaintaintheirskills,acquire

suitableknowledgeandadaptto labourmarketneeds.Changingone’sprofession isoneoption.Theworkingworld

itselfischangingandworkcanbecombinedindifferentways:bothpart-timeworkandfixed-termworkhaveincreased;

entrepreneurship,seasonalworkandcrossingbetweenseveralprofessionshavealsobecomemorecommon. It isno

longertypicaltoworkinthesameprofessionorwiththesameemployerthroughoutone’scareer.Furthermore,career

developmentcanbeseenasalife-longprocess.

Intermsofmethodologyorresearchdesign,pre-researchconsistedofinitialinformationfrom136studentapplications.

Teninterviewswerecarriedoutwithparticipantsrangingfrom29to50years.Participantshadallswitchedtoanother

professionthroughvocationaladulteducation.Transcribed interviewswereanalysedusinggroundedtheoryandan

open-codingprocedurefirst,linebyline.Selectivecodingfollowedbyconstantcomparison,combinationandqualifying

ofthematerialuntilsaturation.Thisresearchaimedistogaininsightintoabasicsocialprocessandtogenerateanew

substantivetheory.

ChangingprofessioniscurrentlyacommonphenomenoninFinland.Manyemployeesareupdatingtheirqualifications

andre-evaluatingtheircompetences.Suddenunemploymentorradicalchangeatworkcancauseaprofessionchange.

Changecanalsobeinspiredbypersonalmotives.Changesmayaccumulatewhenapersonundergoesseveralchangesin

lifeconcurrently,withPCPonlyoneofanumberofchanges.

One of the main categories under study is Returning to work.Re-employmentisanessentialfactor intheprofession

changeprocess.PCPincludesseveralsub-processes,whichfolloweachotherinchronologicalorder,butmayalsomove

backandforth.Whenswitchingtoanotherprofession,one’scareerstatusand/oreducationalstatuscanmoveeitherup

ordown,dependingonone’spreviouseducationandworkposition.Duetoaprofessionchange,anemployeecanmove

fromanexpertroletoanoviceroleatwork.Variedconcretealternativesofre-employmentarepresented.

Keywords:

groundedtheory,professionchangeprocess(PCP),re-employment,vocationaladulteducation


52


Experiences of Meaning in Precarious Academic Work – Initial Analysis of an Ongoing Qualitative Study

Jakobsen, Anders (RoskildeUniversity)

This paper presents an initial analysis of interviews for an ongoing PhD research project (“Meaning in precarious

academicwork”)atRoskildeUniversity,Denmark.Thepurposeoftheprojectistoinvestigatethesubjectiveexperience

ofprecariousacademicwork,andtheaimofthepaper is topresentan initialanalysisasabasis forconductingthe

remaininginterviews.

Theprojectworkswithinthetraditionofcriticaltheory,combiningbothsubjectiveand institutional levels,historical

and synchronedimensionswith an immanent understandingof critique and a critical knowledge interest (compare

Nielsen,2015andJakobsen2012).Intheproject,workistheoreticallyunderstoodasacentralformofhumanactivity

andexpression,asitwasoriginallydevelopedbyMarx,especiallyinhisearlywritings,andlaterdevelopedanddiscussed

withincriticaltheory(importantlyNegt,2001,andalso,forinstance,Honneth,1994,2003).

Workingeneraliscurrentlyintransformation,academicworkinparticular(Boltanski&Chiapello,2005;Sennett,2006,

2008;Etzkowitz&Leydesdorff,2000;Gibbons,1994).Changesarealsoencompassingthelabourmarket institutions

andthewelfarestate(Jensen,2007;Hansen,1998).Theprojectinvestigatesthesubjectivedimensionofthesechanges,

focusingonwhatKamp(2012)termedthecriticaltraditionofresearchinmeaninginwork.Themaininterestisthus

nothow“meaning”maybecreated(throughmanagement),butininvestigatingthereasonsforitsabsence(compare

Jakobsen,2017)anddrawinguponBecker-Schmidt’s(1982)understandingofambivalenceintheexperienceofwork.

Theserecenttransformationsofacademicworkareunderstoodas“precarisation”(Standing,2011;comparealsoCastel,

2009;Dörre,Kraemer&Speidel,2004;Castel&Dörre(eds.)2009);Sander,2012;Brodersenetal.,2016,Pedersen&Ribe

2013).

Standing(2011)describedtheprecariatasa“class-in-the-making”,ifnotyeta“class-foritself”intheMarxiansense,but

onethatatthesametimelacksboth“workbasedidentity”,“codesofethics”,“normsofbehaviour”ortheexperience

ofa“solidaristiclabourcommunity”.Inthissense,theprojectinvestigates,withacademicworkasaspecificinstanceof

precarisation,whetherthisthesisofa“class-inthe-making”isplausible,andifitis,whichprocessespointinthisdirection.

Thefollowingthreequestionswereexplored.Firstly,howdoacademicsworkingunderprecariousconditionsidentify

theirworksituation(forinstance“precarious”or“independent”),andhowdotheyexperiencetheirworksituationas

eitherapossibilityorbarrierforfindingmeaninginwork?Secondly,whichformdoesthismeaningtake(forinstance,

professionalidealsorsocietalutility)andhowistherelationshipbetweenthemeaningofworkandthenecessitiesof

incomeandsecurityexperienced,forinstanceasaccommodationandidentification,butalsoasconflictandambivalence?

Thirdly,whattypesofcriticalconcepts,politicalidentificationsandformsofstrategiesforimprovementareembedded

in their experiences and practices, for instance on the one hand, professional, independent and individual types, or on

theother,labourist,collectiveandpoliticalones?

Myinitialanalysisshowsdifferentexperiencesoftherelationshipbetweenprecariousworkingconditionsandfinding

meaning in work, which I organise around three interconnected dimensions, in which the participants experience

possibilitiesandidentityorconflictandambivalence.Thepaperconcludeswithadiscussionoftherelevanceofthese

experientialtypesofcriticalconcepts,politicalidentificationsandformsofstrategiesforthepossibleemergenceofan

academicprecariatasaclass-for-itself.

Keywords:

precarisation;academicwork;meaningofwork;ambivalence


53

ID043Understanding the Interface between South Africa’s Pulp and Paper Sector and Skills Required to Adopt Biorefinery Technologies: A Case Study

Jenkin, Nicola (UniversityofWitwatersrand)

Theobjectiveof thisposter is tooutlineaneducational assessment,witha specific focuson the rolesof theCSIR,

UniversityofKwaZulu-NatalandDurbanUniversityofTechnologyinsupportinginnovationaroundcircularwatereconomy

interventionsinthepulpandpapersectorofSouthAfrica.Twocomponentsarepresented:1)anoverviewoftheSouth

African education and training system that supports the pulp and paper sector and the role of the institutions in relation

tothesector;and2)keypointsidentifiedinanexaminationofspecificskillsandtraininginterventionsundertakenby

theseinstitutionsinrelationtotheSouthDurbanBasin,inwhichtwopulpandpapermillsaresituated.

TheSouthAfricanpulpandpapersectorisasignificantcontributortothecountry’seconomicprofile.Inaddition,itisa

majorcontributortothecountry’smanufacturingimpactontheenvironment.Itisalarge-scaleuserofwater.Assuch,

afocusforthisposterisonthesector’sconsumptionofwaterandoperationalmitigationpractices,andtheskillsand

knowledgerequiredtomitigatethesepractices.Theargumentforaquadruple-helixframeworkisproposed,whereby

collaborationand transferenceof skillsandknowledgebetweenactors (business,government, research institutions

andcivilsociety)throughouttheglobalvaluechainareconsiderednecessarytoradicallytransitionthesectortowardsa

circularwatereconomy.Forthepurposesofthisposter,acasestudyoutliningtheroleoftheidentifiedinstitutionswill

beassessedinrelationtohowtheyfacilitateand/orcouldfunctionwithinaquadruple-helixframeworkofcollaboration

andup-skillingwithinandtosupportthesector.

In conclusion, the actor interactions, role of the research institutions, and improvements to achieve and implications of

thequadruple-helixpropositionwillbepresented.

Keywords:

greenskills,circulareconomy,pulpandpaper,water


54


Quality of Everyday Life Supported by Digital Services – A Landscape of Practice Perspective

Johansson, Lars-Olof; Ulrika Lundh Snis (UniversityWest,Sweden)

Thispaperwillreportontwoservicedesignprojects(Free2RideandHITTA)conductedbetween2009and2012.The

majorideainthefirstproject(HITTA)wastodesignanddevelopadigitalservicethatcouldbeusedbypeoplesuffering

fromdementiaandtheirnextofkin(Johansson&LundhSnis,2011).Thesecondproject(Free2Ride)wasaprojectwith

theaimtodesignanddevelopadigitalservicetobeusedbymembersofequestrianclubs(Johanssonetal.,2016).In

otherwords,wetriedtodesignadigitalservicetobeusedineverydaylifesituations.Oneofthefundamentalprinciples

oftheprojectswastoputthroughvalueco-creationinthedesignofthedigitalservice(Prahalad&Ramaswamy,2004).

Actorsinvolvedintheco-creationweredevelopers,users,consumers,andresearchers.Thevalueco-creationthattook

placewasbasedon servicedesign thinking aspresentedbyBarrett et al. (2015): “Design thinking adopts a largely

human-centredapproach,recognizinganiterativeprocessthatmovesfromgeneratinginsightsaboutenduserstoidea

generationandtestingtoimplementation”.Inthetwoprojects,theresearcherswereengagedandactivelyinvolvedin

the process of designing a novel digital service by combining digital and physical products that enhanced the everyday

lifesituationofaspecificgroupofstakeholders.

Activeengagementandinvolvementbyresearchersarenotnew;seeforinstanceactionresearch(Baskerville&Myers,

2004), action design research approach (Sein et al., 2011) or the engaged scholarship approach (Van deVen, 2007;

Mathiassen&Nielsen,2008).Inalltheabove-mentionedapproaches,theresearcherdealswithreal-worldproblemsin

ordertobepracticalandrelevant.Engagedscholarshipisprimarilyconcernedwithhowacademicresearcherscanbe

involvedwithpractitionersinwaysthatmeettheiroftendiverseneeds(VandeVen,2007).Engagementintheresearch

isdescribedasaprocessthatinvolves“negotiationandcollaborationbetweenresearchersandpractitionersinalearning

community;suchacommunityjointlyproducesknowledgethatcanbothadvancethescientificenterpriseandenlighten

acommunityofpractitioners”(VandeVen,2007:7).Inthetwoprojects,threegroupsofstakeholderswereinvolved:

users,developersofthedigitalserviceandresearchers.Asresearchers,wesawthepossibilitytocombineinsightfrom

digitalservicedesigninpracticewiththeoreticalinsightsondigitalservicedesignandboundarycrossing.Thedevelopers

sawanopportunitytodesignadigitalservicegroundedintheneedsoftheusers,andtheuserssawanopportunity

toenhancetheireverydaylifewithadigitalservice.Theknowledgesharingprocessinthedesignofdigitalservicesis

important(Lusch&Nambisan,2015).Inordertoshareknowledge,knowledgeneedstobetranslatedbetweenactors

(Carlile,2004),transferred(Carlile,2004)andnegotiated(VandeVen,2007),whicharethefundamentalbuildingblocks

oflearning.Oneapproachtounderstandinglearningisfromasocio-culturallearningperspective.Inthesocio-cultural

perspective, boundaries are understood as a dialogical phenomenon that gives rise to discontinuities in interaction and

action(Akkerman&Bakker,2011).Takingpartinalearningcommunityisaboutcrossingknowledgeboundariesbetween

involvedstakeholderssuchasdevelopersandusers.Forexample,therecouldbediscontinuitiesduring interaction in

servicedesignprojectssuchasHITTAandFree2Ride,duetodifferencesinknowledge,background,experiencesandskills.

Inthispaper,theresearchertakesacloserlookattheinteractionduringtheknowledge-sharingprocessbetweenusers

anddevelopers.Thereforetheresearchquestion is:Howcanboundarycrossingbesupportedduringco-creationof

innovativedigitalservices?Theaimofthepaperisto propose a set of implications grounded in the roles of the users and

developersandhowtheysupport learning in the value co-creationofinnovativedigitalservices.Thecontributionofthe

articlecouldbeusedtodiscussknowledgeandcompetenceofthedevelopersthatareinvolvedinvalueco-creation.

Akkerman andBakker (2011) have identified fourpotential learningmechanisms that can takeplace at boundaries

between different actors during co-creation: identification, coordination, reflection, and transformation. Therefore it

becomesnatural toapply theanalytical lensof learningmechanism (Akkerman&Bakker,2011) tocomplement the

existingliteratureondigitalservicedesign.

Keywords:

boundary crossing, digital, design


55

ID045Transforming Teaching and Learning through Feminist Pedagogy

Johnson-Bailey, Juanita; Nichole Ray (UniversityofGeorgia,Athens,Georgia)

Inherseminaltextonthehistoryandfutureoffeminism,EstelleFreedman(2003:7)cogentlyarticulatestheoverarching

purposeoffeminismas ideologyandsocialmovement: “Feminism is thebeliefthatwomenandmenare inherently

ofequalworth.Becausemostsocietiesprivilegemenasagroup,socialmovementsarenecessarytoachieveequality

betweenwomenandmen,withtheunderstandingthatgenderalwaysintersectswithothersocialhierarchies.”Feminism

isbothasocialjusticemovement,aswellasaframeworkthroughwhichtounderstandwomen’sexperiencesinmale-

dominatedsocietalinstitutions.Asamovementtopromoteequalitybetweenwomenandmen,feminismhasservedas

oneofthemosteffectiveandliberatorysocialmovementsintheUSandabroad(Freedman,2003).Withafoundational

focus on issues such as equal pay, reproductive justice, access to women’s healthcare and the like, contemporary

feministactivistshavetransformedthewaysinwhichwomenandmenexperiencesocietalinstitutions,includinghigher

education.

AsAfricanAmericanfeministeducators,wearecommittedtoamodeloffeministteachingthatsupportsgoalsofequity,

diversity,andsocialchange.Thepurposeofthisroundtablediscussionistoprovideparticipantswitheffectivestrategies

to build and sustain feminist and social justice-oriented adult learning communities.More specifically,we focus on

women as teachers and learners and, as such,we ground ourworkshop in the principles and practices of feminist

pedagogy(Crabtree,Sapp&Licona,2007;Johnson-Bailey&Lee,2005;Maher&Tetreault,2001;Ray,2010).

Weproposethatfeministpedagogyisaviableframeworkthroughwhichtocreateandfosterlearningenvironments

that centre the voices and experiences ofwomen and othermarginalised learners. In addition, feminist pedagogy

foregrounds the development of critical thinking skills, building a community of learners, and consciousness-raising

throughlinkingpersonalexperiencestostructuralissues(Hooks,2003).Afeministclassroomisalsooneinwhichthe

adulteducatorfacilitatesaclimateandlearningexperiencesthatcanfacilitateempowermentamongwomenlearners.

Inaddition,feministeducatorsdevelopstrategiessuchascreatingspaceforstudentstomakeconnectionsbetween

thepersonalandpolitical.Feministpedagogicalpracticescanhaveatremendousinfluenceontransformingthelives

of students and educators, as they can support inclusive learning environments and prepare students for a diverse,

changingandglobalsociety.

Thisroundtablediscussionisdesignedforadulteducatorswhoarecommittedtobuildingandsustainingclassrooms

groundedinsocialjustice,whilespecificallyaddressingtheneedsandexperiencesofwomenlearners.Thediscussionwill

befacilitatedinsuchawaythatcanappealtobothjuniorandseniorscholar-educatorswhoareinterestedinfeminism

asitrelatestoworkingwithdiverseadultlearners.Roundtableparticipantswillhavetheopportunitytocriticallyreflect

on their teaching practice, explore the intersection of race and gender in the classroom, develop a teaching philosophy

rooted in feminist thought, and participate in activities designed to aid them in building and sustaining a feminist learning

community.

Keywords:

feminism, pedagogy, teaching, critical thinking


56

ID046 Researching Practice and Practising Research – A Hands-On Approach to Researching Innovation PracticesJuelsbo, Tue; Charlotte Wegener (AalborgUniversity,InstituteofCommunicationandPsychology)

Thispaperisaboutresearchpracticeandresearchingpractices.BasedonOrlikowski’swork,weinvestigatepracticeas

aphenomenon,practiceasatheoreticalperspectiveandpracticeasafundamentalphilosophy.Referringtopractices

throughoutthepaper,wewillwriteabout‘practising’–real-life,real-timedoingsandsayingsinspecificplacesandtimes.

Basedonayear-longresearchprojectinaglobalindustrialmanufacturer,thispaperexploreshowtheresearchproject

wasdesignedandexecuteddrawingontheideasofactionresearchandchangelaboratories(Engeström,1996).Through

utilisingpractice theories,we seek tounderstand innovationpracticesbydescribing and analysing actors’ activities,

interactionsandperformances.Inshort,weseektounderstandtheinnovationpracticesthatactors(re)produceinworking

life.Wearguethatpracticetheoryappliedonthefieldofinnovationletsusaccessandaffectorganisationalreality.It

does this from a perspective that grants agency to the participants, describes and seeks to understand their personal

andsharedexperiences/realityandinasense–givesusaccesstothe‘nitty-gritty’ofeverydaylifeaslivedbyparticipants

inorganisations.Thisisthespaceofpotentialityinbetweenaninnovationstrategyorpolicyandtheactualisedresults.

This practice theory-approach lets us grasp, shape and participate in the practices of the industrial manufacturer as

innovationresearchersandholdssignificanceforbothinnovationpracticewithintheconcreteorganisationassuchand

moregenerallyinformshowwemightconductresearchwithinthefieldofinnovationresearch.Wedrawonthework

ofFeldmanandOrlikowski(2011)todifferentiateandnuancethenotionof‘practice’fromthreedifferentperspectives:

Practices matter! ‘Practiceasphenomenon’,focusingonwhathappens‘inpractice’asopposedto‘intheory’.The

researcher’scuriosity isdirectedtowardsexperiencesandpracticalactivity.Practicesmatterandtheyshouldbe

empiricallyengagedwithtounderstandandimprovetheinnovationprocessesandpracticesoforganisations.

Practices shape reality!‘Practiceasperspective’,focusingonsocialphenomenausingpracticetheoryasapowerfullens

tounderstandsocialreality.Practicesshapesrealityandtherecurrenteverydayactivityhasstructuralconsequences

thatareproducedandchangedover time.Thisposition is suitedtoaddressorganisationalphenomenathatare

inherentlyrelational,dynamicandemergent–liketheinnovationprocesseswearestudying.

Practices are reality! ‘Practice as philosophy’, representing an ontological commitment and a normative social

science: all social life is constituted in and throughpracticesand to studyorganisationsonemustgroundone’s

studiesontologically,theoreticallyandempiricallyinongoing,livedpractice.

Apracticeperspectiveoninnovationisrelevantbecauseinnovationisapowerfuldiscourseinmanyorganisations.Itis

intricatelywovenintoeverydaypracticeofworklife,affectedbyandaffectingepistemologicalandontologicalissues

ofprofessionalskills,workpracticesandvalues(Wegener,2016).Atthesametime,theterm‘innovation’isnotoriously

ambiguousandlacksasingledefinitionormeasure.Althoughinnovationresearchisincreasinglyinterestedinthe‘social’

dimensionsofinnovation,theproduct,policyormanagementlevelsarestilldominant.Innovationcanbeexploredfrom

arelationally-basedandprocessorientedperspectivesituating innovation ineverydaypractices.Forresearchersand

practitioners interested in actual innovation processes and the practices that constitute innovation, practice theories

offerseveralinterestingperspectives.

‘Practiceasphilosophy’representsanontologicalcommitmentandanormativesocialscience:allsociallifeisconstituted

in and through practices. Practices are reality. This was not without consequences: these studies are grounded

ontologically,theoreticallyandempiricallyinongoing,livedpractice,includingresearchpractice.Thepapersumsupon

potentialsandpitfallsofthisstanceandsuggestsstrategiesforahands-onapproachtoresearchinginnovationpractices.

Keywords:

research, practice, innovation


57


Negotiating Professional Knowledge and Responsibility in Telecare – Inter-Professional Cooperation across Sectors

Kamp, Annette; Agnete Meldgaard Hansen (RoskildeUniversity)

Telecareisagrowingpracticeinmanywesterncountriesandispromotedasanewmantraforreformingthehealthand

socialcareservices,currentlyunderpressurefromdemographicchanges,andincreasesinpeoplesufferingfromchronical

diseases. Followinga longperioddominatedbyNewPublicManagement inspired reformsaimingat rationalisation

andmarketisation,telecaretechnologiesareenvisionedasleadingtonewandclevererformsofretrenchment,higher

quality,empowermentofclients/patientsandworkthat issmarterandmorequalified(IDA&KL,2008). InDenmark

telecarehasbeenaprioritisedfocusareawithinwelfarestatepolicyandacrossgovernmentlevelssince2008,whichmay

explainwhyDenmarkisoneofthecountries,wheretelecaretechnologiesareinmostwidespreaduseindailypractice

(RegeringenKLogDanskeRegioner,2016).Telecareisdefinedasdiagnosis,treatmentandmonitoringamongdoctors,

nursesandpatientsthatismediatedthroughICTandwithoutface-to-faceinteraction.Itiscurrentlybeingusedinthe

careforclients/patientsufferingfromCOPD,chronicheartdiseases,diabetes,chroniculcers,psychiatricsufferingsetc.

Thispapercriticallyexploreshowtheuseoftelecaretechnologiesmaychangeconceptionsofcare,implyredistribution

ofworkandresponsibilities,andchallengeinter-professionalrelationsandprofessionalidentities.Ourpointofdeparture

isthattelecaremustbestudiedcontextually, inordertoaddresstheparadoxesandtensionsthatappearwhenthis

specificsocietalframingtakestheculturalandorganisationcontextintoaccount.Previousresearchontheimplications

oftelecareforprofessionalworkprimarilyfocusontelecaresolutionsusedtoprovidecaretoclientsatadistance(e.g.

Oudshoorn,2012).Theystresshowvirtualisationmayalterthecharacterthesocialcontactandtheobservationsthe

professionalsareabletomake(Mol,Moser,&Pols,2010;VanHout,Pols,&Willems,2015)andhowthevalidityofthe

patients’ownmeasurementandobservationsbecomesanewfactorofuncertainty(Oudshoorn,2008).

Telecare may however also be used as means of establishing virtual spaces for cross sectoral inter-professional

cooperation.Telecareisusedtoallowservicestomovefromthecostly,specialisedhospitaldepartmentstotheprimary

healthsector,wherelessspecialisedpersonneltakeontasks,whilehavingaccesstospecialisedcompetences.Thispaper

isbasedonanongoingethnographicfieldstudycarriedoutofthistypeoftelecare:Tele-ulcer.Thestudyformspartofa

largerresearchprojectontelecareandambientassistivetechnologiesandtheirimplicationsforworkinglife.Tele-ulcer

isatechnologicalarrangementthathasbeenusedinallDanishmunicipalities(thelocal level)andregionalhospitals

(thecentrallevel)since2012.Nursesintheprimaryhealthsectordiscusstheirtreatmentofchroniculcerswithwound

specialists–tele-nurses–ataspecialisedhospitaldepartmentthroughanICTbasedsystem.Thisstudypointsouthow

theuseoftele-ulcertechnologiesmaychangenurses’positionintheinterdisciplinarynetworkthatevolvesaroundthe

clients,andredistributeresponsibilities inpractice (Kilminster&Zukas,2013).Knowledgesharingthrough ICToften

impliesstandardisationanddecontextualisation(Kamp&Dybbroe,2016;Timmermans&Epstein,2010).Consequently,

introductionof telecare technologymay imply tensions and contradictionsbetweendifferent formsof knowledge.

Whilethevirtualspaceofferedbytele-ulcercertainlyofferspossibilitiesfor learningandprofessionaldevelopment,

it also challengesmeaning and identity and implies tensions in inter-professional relations, when negotiating local

embodiedknowledgeoftheclientversustheabstract,standardisedknowledgeofdisease.Thestudyaddresseshow

nursesareactivelyengaginginasubjectiveandemotionalprocessofframingandusingthetechnology.Technologies

are interpretedandshaped,whenapplied inspecificcontexts,andmaybeused in innovativeandunexpectedways

(Halford,Obstfelder,&Lotherington,2010;Orlikowski,2007).Thepaperpointsathowthelocalnursesusetelecarein

unintendedways,assumingtheroleasnetworkoperators,whonavigateinordertosecureandcoordinatetheclients’

contactswithdifferentprofessionalsinarelativelyfragmentedhealth-caresystem.Itendsupdiscussingtheparadoxical

‘hyperresponsibility’thatseemstoresultfromthiskindoftelecare.

Keywords:

professionalidentity,carework,knowledge,hyperresponsibility,inter-professionalrelations


58


The Great Licensure Assumption: Deprofessionalisation and Hybridisation of Engineering in Canada

Klassen, Michael (UniversityofToronto)

Engineering has been a regulated profession in Canada for nearly 100 years, with exact dates varying by specific

provincialjurisdiction.Inrecentdecades,macropressuresofglobalisationandeconomiccompetition,combinedwith

increased student enrollments in university engineering programmes, have caused changes to the profession at large,

withprofoundimplicationsforindividualprofessionalsintheworkplace.ThispaperarguesthatengineeringinCanada,

andspecificallyintheprovinceofOntario,isundergoingprocessesofbothdeprofessionalisation(Haug,1975;Scanlon,

2011)andhybridisation(Noordegraaf,2007,2015),demonstratedbythesmallanddecliningproportionofengineering

graduateswhoobtainlicensestopractice.Usingsecondarydatafrommacrogovernmentsurveysofuniversityenrolment

andlabourmarketoutcomes(Lavoie&Finnie1998,PrismEconomicsandAnalysis,2016)andpublishedmesoandmicro

qualitativestudiesofindividualengineers’learningatschoolandwork(Adams,Livingstone&Sawchuk,2016;Stevens,

O’Connor,Garrison,Jocuns&Amos2008),Iwillshowhowneo-WeberianperspectivescancombinewithNoordegraaf’s

conceptsofsituatedandhybridprofessionstoexplainthecomplexchangestakingplaceinengineeringinCanada. I

willusethesedataalongwithpubliclyavailableinformationfromnationalassociationsofprofessionals(DeVita,2012;

ProfessionalEngineersOntario,2016)andacademics (NCDEAS,2016) to interrogate the rolesplayedby the typical

actorssuchastheprovincialgovernment,theregulatorybodies,universities,andorganisationswhichemployengineers.

Thepaperfirstlyexploresthecoreideaofprofessionsasameanstoachievingdifferenttypesofclosure:exclusionary,

demarcationaryandsocial.IusetheworkofMikeSaks(2010,2012)toclarifytheneo-Weberianapproachtostudying

professions.Second,IlookathowtheengineeringprofessioninCanadaobtainedclosurethrougharegulativebargain

withthestate,aidedbythesymbolicandstructuralroleofuniversitiesasbarrierstoentry.Third, Ipresentgrowing

evidence of challenges facing the profession, namely a declining proportion of engineering graduates obtaining

licensure,andchangestothecareerstructureandlabourmarketoutcomesforengineers.Fourth,Idrawonthework

ofMirkoNoordegraaf (2007, 2015) to explain these changes, showing howdeprofessionalisation and hybridisation

are distinct but complementary processes that are driven by pressures inside engineering companies and by dramatic

growthinthehighereducationsector.Finally,Iinvestigatesomeoftheprofoundimplicationsofthesechangesforthe

profession’sknowledgebase,legitimacyandauthority,suchasthegrowingtensionsbetweenlicensedandnon-licensed

engineers.Ialsoraisequestionsabouttheroleofkeyactorsinmaintainingthekeystructuresofregulation,licensing,

accreditationandeducation.

Keywords:

engineering, licensure, professions


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ID050Technology at Work – Supporting Workers and Institutions in Changing Times with Transformative, Reflexive Methodologies

Kloetzer, Laure (UniversityofNeuchâtel,Switzerland); Laura Seppänen (FinnishInstituteofOccupationalHealth); Sarah Hean (UniversityofStavanger,Norway); Edwige Quillerou (INRS)

To research learning and collaboration at work, intervention methodologies based on Activity Theory have been

demonstratedtoprovidebothtransformationsofworkorganisationsandvaluablescientificknowledge(Engeström,

1987; Clot, 1999). Among these intervention methodologies are the well-known systemic Change Lab approach

(Virkunnenetal.,2013)and–stillinternationallyunderpromoted–FrenchpsychologicalActivityClinicapproach(Clot,

1999;Kloetzeretal.,2015),whicharebothinfluencedbytheworksofVygotsky,LeontievandLuriaincultural-historical

psychology.Inthissymposium,wepresentanddiscussfourresearchprojectsinspiredbythesetwotraditions.These

researchprojectsfocusonprofessionallearning,interprofessionalcollaborationatworkandtechnology,withanaction-

orientedperspectiveaimingatprovokingworkandorganisationaltransformations.Thespecificgoalofthisworkshopis

thereforetoexplorereflexiveandtransformativemethodologieswhichconnectworkanalysiswithorganisationaland

institutionaltransformations,inatrulyinternationalway,consideringresearchprojectsconductedinfivecountries(USA,

Finland,Switzerland,NorwayandEngland).

ThefirstpaperdiscusseshowcollaborationinaninterdisciplinarydesignprocessintheUSAcanbestrengthenedby

theadditionofcrossself-confrontations(Kloetzeretal.,2014),amethodologyinActivityClinic.Theprojectsupports

innovativemodesofdialoguebetweenexpertdesignersandexpertpilotsaroundthedesignofanewtoolinthecockpit.

ThesecondpaperpresentsaninterventioninFinlandcrossingDevelopmentalWorkResearchwiththemethodologyof

crossself-confrontationstoenhancelearninginroboticsurgery.Itdraftsatechnology-basedmethodologyadaptedto

thiscontextforsupportingtheinterpretivewayofworkingofexpertsurgeons.Thethirdpaperpresentsanintervention

conductedwiththemethodologyofcrossself-confrontationinaSwissfactory.Itdiscussestheconditionsofaresearch

projectfocussingonsupportingknowledgetransmissionattheworkplaceandhowthesemaytriggerorganisational

transformations.ThefourthpaperfocussesonimprovinginteragencycollaborationbetweenMentalHealthServices

andCorrectionalJusticeServicesinprisons,usingtheconceptsofculturalhistoricalactivitysystemstheory,withintwo

organisations,inEnglandandinNorway.Itdiscusseshowtechnologycansupportcollaborationinthiscontext.

ThediscussionwillbeledbyProfAnnalisaSannino(UniversityofHelsinki,CRADLE),akeynotespeakerofRWL2017who

hasextensiveknowledgeofActivityTheoryandinterventionistapproachesbothinDevelopmentalWorkResearchand

inActivityClinic.

Paper 1. Methodological Explorations with an Activity Clinic Approach to Analyse and Support Industrial Designers doing Participatory Design: A Way to Contribute to Health at Work

Edwige Quillerou,OccupationalHealth&SafetyResearcher,INRS(FrenchResearchandSafetyInstituteforthePreventionofOccupationalAccidentsandDiseases)

This paper presents interdisciplinary research crossing engineering and occupational psychology to improve

industrial designers’ work with an Activity Clinic approach. Collaboration enabled a reflexive methodology

throughoutthedesignprojectanddifferentconditionsweretestedtodevelopaparticipatoryframeworkwith

workerswhowouldusethenewworksystem.Thepaperisbasedonaresearchanddesignprojectconductedin

alaboratorywithanenhancedflightsimulator,anewtoolforcommercialpilotsinthecockpit.Thegoalofthe

projectwastodesignaninteractivetablettorepresentthemostusefuldataontheweatherin3Dduringthe

flight.Wetesteddifferentkindofinterviewswithexpertpilotsforeachstepofthetechnicaldevelopmentof

thesystem.Ourfindingsshowthatwehavetoorganisedifferentstagesandconditionsofreflexivedesigners’

andpilots’work.Weshowespeciallyhowcrossself-confrontationinterviewshelppreparethedialoguebetween

designersandpilots.Thisexperimentisafirststepinaresearchprogrammededicatedtosupporttheworkof

designers in improvingfutureworksystems,anticipatingthechangesofworkorganisation,enhancing inter-

professionalcollaboration,andincreasingthehealthandsafetybenefitsforpilots.


60

Paper 2. Towards New Learning Practices in Robotic Surgery

Laura Seppänen,PhDseniorresearcher,FinnishInstituteofOccupationalHealth

Theso-calledinterpretivemodeofwork(Norrosetal.,2015)isabletorespondflexiblytovaryingsituational

demands, to use multiple sources of knowledge, and to learn by creating new collective knowledge. An

interpretivewayofworkingisassumedtobeneededintheincreasinglycomplexandtechnology-mediatedwork

whereuncertaintiesofmanykindsneedtobeconsidered.Acrossself-confrontationintervention(Kloetzeretal.,

2014)wasappliedinaFinnishhospitalforenhancinginterpretivenessintheworkofroboticsurgeons(Seppänen

etal.,2016).Basedonthefindingsandonactivity-theoreticalliteratureondevelopmentalinstruction(Davydov,

2008; Engeström, 1994), the aim of this paper is to outline principles and elements that are important for

supportinganinterpretivemodeofworkinginroboticsurgery.Moreover,thepossibilitiesofdigitaltechnologies,

especiallylearningplatforms,inenhancinginterpretivenessinroboticsurgeryinparticularandinhospitalwork

ingeneral,willbediscussed.

Paper 3. From Technical Expertise to Organisational Transformations: An Intervention in Cross Self-Confrontations around Knowledge Transmission

Laure Kloetzer,UniversityofNeuchâtel,Switzerland

Thispaperpresentsrecentlycompletedresearchwhichwasconducted inaSwissfactoryaroundknowledge

transmission and training of expert workerswith themethodology of cross self-confrontations. Combining

detailed work analysis, professional dialogues, and production of films and photographs, this intervention

engaged workers andmanagement in a dialogical framework, to discuss and transform work organisation

andtraining.Wewilldiscussthe interventionprocesseswhichallowstheparticipantstodriveorganisational

transformations,onthebasisofjointworkwiththeresearchteam,whichleadsaworkanalysisonthetransmission

ofthetechnicalexpertiseinthefactory.Byhighlightingtechnologicalconstraintsinthefactory,howtheexpert

workersovercomethem,andhowtheyreflectontheworkorganisation,theinterventioncreatesconditionsfor

organisationalchangesconnectedtothestrategicchoicesofthedirection.

Paper 4. The Use of Technology in the Criminal Justice System to Promote Interagency and Interprofessional Collaboration

Sarah Hean,DepartmentofSocialWork,UniversityofStavanger,Norway&FacultyofHealthandSportSciences,UniversityofBournemouth,UK

Effectivecollaborationbetweenprisonservicesandhealthandsocialservicesiskeytoeffectivelyaddressing

offenders’ rehabilitationneedsandreducingreoffendingrates inthe longerterm.Arangeoforganisational

integrationorcollaborativetoolsareusedinpracticetofacilitatethisactivitywithvaryinglevelsofsuccess.We

exploretheroleoftechnologyinfacilitatingcollaborationinthisenvironmentfocusingspecificallyontheuse

ofsharedelectronicrecordsasatoolthatmediatescollaborativeactivitiesandinformationflowbetweenintra

andinteragencyinteractions.WeexplorespecificexamplesintheNorwegianandUKcontexts.Theoretically,

we underpin our discussion using the concepts of cultural historical activity systems theory to explore the

complexity of these interagency interactions, the use of electronic records as a collaborative tool and to propose

waysinwhichprofessionalsandleaderswithintheprisonsystemmightwishtoreflectonandtransformtheir

useofthistechnology,toidentifyandarticulatesomeofthecontradictionstheyfacewhenimplementingthese

sharedrecordsystemsandtoco-designsolutionsthatovercomethese.

Keywords:

knowledge transmission, cross self-confrontations, electronic records, prisons, England, Norway, activity systems

theory,interpretiveness,roboticsurgery,intervention,activitytheory,interdisciplinaryresearch,designwork,aviation,

simulation


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Contradiction in the Ecosystem: Understanding the Decline of the Southern Cape Furniture Industry

Kraak, Andre (WitsUniversity,CentreforResearchingEducationandLabour)

This paper seeks tomake a contribution to the emerging literature on skills ecosystems, particularly Hodgson and

Spour’sconceptof‘expansiveecosystems’.Itisalsoaboutthefurnitureindustry,whichhaswitnesseddramaticchanges

sincethe1990swiththeadventoflow-costChineseexports.Onemajorchangehasbeenatransformedlabourprocess,

withdesigncapabilitiesbecomingthemostprizedasset.Oldcraftmodelsofmanufacturebasedontheartisanalskills

ofthecabinetmakerandupholstererareindecline,atleastintheAnglo-Saxonworld.Theyarebeingreplacedbylarge

scalemasscustomisationplantswhichseektocompetewiththeChineseonthebasisoflargevolumes,higherquality,

gooddesignandcompetitiveprice.Inaddition,inthesuccessfulfurnitureregionsoftheworld,thesmallfamilyowned

‘craft’firmsofyesteryearhavebeenupgradedtobecomehigh-skilleddesign-intensive‘bespoke’furniturefirmsthat

manufacturesmallbatchesofhighqualityproductsfortop-of-the-rangenichemarkets.Thispaperfocusesontherole

playedbydesignintheriseofthesebespokefurniturefirms.

Thefocushereisontwofurnitureindustrycasestudies–oneinGeorge,intheSouthernCape,SouthAfrica,andthe

other in HighWycombe, in Oxfordshire in the United Kingdom. Both towns have served as historically significant

furnitureclusters.However,bothindustriesarecurrentlyinseveredecline.Amanifestationofthisdeclineisthecollapse

ofpolytechnic-typesupporttobothlocales,specificallyintheformoffurnituredesigneducationandtraining.Inboth

locales,suchdesigntraininghasbeenshutdown,orisnotavailable,arealityinsharpcontradictiontotheimportant

rolebeinggivento ‘designcapabilities’ inthe industrialpolicyarenaasakeyfactor indeterminingthe international

competitivenessoffurniturefirms.ThispolarisationbetweenfurniturefirmsandETinstitutionsinbothlocalessuggests

amalfunctioningandrestrictiveskillsecosystemunabletogobeyonditscurrentlow-skill‘lock-in’.

Thepaperconsidersways inwhichthis ‘stasis’couldbeovercomeandturnedaround–becomingmoreexpansive–

especiallyinbuildingadesign-intensivebespokefurnituresub-sectorinbothsettings.Afocusontheinstitutionalstructure

oftheskillsecosysteminbothsettingsisproposed.Theroleofindustrialpolicyiskey,particularlytheimplementation

ofmoreeffective ‘furniturecluster’policies.Thesimilaritiesbetweentheconceptsofclusterandecosystemwillbe

explored.Whatseemstoberequiredinthisturnaroundisacombinationofpolytechniceducationandindustrialcluster

policiesthatbuildbothcollectivelearninginandbetweenfirmsaswellasrekindletheofferingofformalqualifications

providedbypolytechnicinstitutionsinexpertprogrammesthatdevelophighqualityfurniture-specificdesigncapability.

Thisiswork-in-progressinafield(researchonfurniture)thathasbeentotallyignoredbyacademicscholarshipinboth

nationalsettings.

Keywords:

ecosystem, furniture industry, polytechnic


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ID052 Professional Becomings: Lines of Flight in Student Nurses’ Clinical Placement

Lehn-Christiansen, Sine; Mari Holen (RoskildeUniversity)

This study explores the learning processes nursing students engage in during clinical placement in a hospital setting in

ordertodevelopnewunderstandingsofthecomplexencountersbetweenthehospitalasaspaceoflearningandnurse

students.

Sincethebirthoftheclinic,hospitalshavebeenaplacewhereeducationforthemedicalprofessionshastakenplace

alongsidetreatmentandcaringforpatients.Onemighteven,likeFoucault,pointtotheideathatclinicaleducation,clinic

knowledgeproductionandclinicalpracticeco-constituteeachother(Foucault,1994).Despitetheirlongjointhistory,

educationalandpatient-orientatedpracticesdonotalwaysco-existwithouttensionsinthehospital.Existingresearchon

clinicalnurseeducationhasfocusedonidentifyinggoodeducationalpractices(Bjørk,Berntsen,Brynildsen&Hestetun,

2014)andonbarriersandpotential for improvement (Ironside,McNelis&Ebright,2014).Themes like stress (Admi,

1997), roleconfusion (Cooper,Courtney-Pratt&Fitzgerald,2015), lackof focusonclinical reasoning (Ironsideetal.,

2014),students’experiencesofdisconnectedness(Campbell,2008,inForber,DiGiacomo,Davidson,Carter&Jackson,

2015)andstudentsfeelingunsurehowlearningobjectivesaremet(Mannixetal.,2006,inForberetal.,2015)havealso

beenthefocusofcurrentresearch,thusestablishingclinicalplacementaschallengingbothpersonallyandeducationally.

This study explores how students engage in the challenges of everyday clinical placement. By deploying the post-

structuralistconceptsof‘becoming’and‘linesofflight’(Davies,2007,2009),weaimatdevelopingnewunderstandings

ofthechallengesofclinicalplacementbylookingatthestudents’actionsandreflectionsaswaysofagencyandcreating

newspacesoflearningandthusasnewopportunitiesofprofessionalbecomingthatarenotprescribedbytheformal

studyprogramme.

Thestudyispartoftheresearchproject‘CLIP’,whichisaqualitativelongitudinalstudyofacohortof40studentswho

startednurseeducationin2015.Thispaperdeploysempiricaldatacollectedonthebasisofthestudents’firstten-week

placementsinsomaticcare.

Ethnographicfieldobservations(AmbrosiusMadsen,2003;Widerberg,2015)werecarriedoutinfoursomatichospital

wardsinMay2016.Twofulldayswerespentwithfourstudentsandsemi-structuredinterviewswerecarriedoutwiththe

students,theirclinicalanddailysupervisors.Sixfocusgroupinterviewswereheldwiththetotalcohort.Theseinterviews

focusedonthestudents’experiencesoftheplacement.

Ourstudyshowsthatfourdistinctivelinesofflightcanbeidentified:

1)Activechoiceofdailysupervisors

2)Formingpartnershipwithpatients

3)Usingco-studentsassoundingboards

4)Strivingforsuperiority

Thisstudy’sfindingsstimulateadiscussionoftherelationshipbetweentheformalandinformalprocessesoflearningin

clinicalplacement.Theypointtotheideathatstudentsengageveryactivelyintheirlearninginamultipleofways,and

thatthesewaysshouldbeviewedincloseconnectionwiththeclinicalcontext.

Keywords:

clinical placement, nurse students, poststructuralism


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ID053Learning to Teach in Higher Education: Formal and Informal Learning

Leibowitz, Brenda (UniversityofJohannesburg); Lynn Quinn; Jo Vorster (RhodesUniversity); Patricia Muhuro (UniversityofFortHare)

Theaimofthissymposiumistoexplorechallengesrelatedtolearningtoteachinhighereducationwhichcanbeaformalor

informalprocess,oracombinationofboth.Theliteratureonlearningtoteachhasoftenfocusedonformalprogrammes.

BoudandBrew(2016:77)referredtothisas‘front-endloading’.Thepointhasbeenmadebypracticetheoristssuchas

TheodoreSchatzkithatindividualslearnviaexplicitformulations–thusmoreformalprocesses–aswellastacitly,from

practice.Ourownresearchhasalsohighlightedprocessesthatarenotnecessarilyformal,butinvolvethemediationof

policyorsystemssuchasgrants,excellenceawards,studentfeedbacksystems,mentorprogrammes,workshopsand

one-on-oneconsultationssponsoredbycentralised,facultyordepartment-basedacademicdevelopmentcentres.

Inthissymposium,weconsiderthepotentiallycomplementaryandmutuallyreinforcingrelationshipbetweenlearning

toteachviaformaland informal learning inhighereducation inrelationtothevariedandunequalnatureofhigher

education institutions, and in relation to the need for a contextualised approach to supporting academics to learn to

teach.Arebothformsoflearningequallysignificantacrossthesettings?Whatfactorsinfluencetheimpactofformal

andinformallearninginthevariedsettings?Whatisrequiredtomakeformalandinformallearningmoreeffectiveacross

variedgeographic,socio-economicsettingsandinstitutionaltypes?

We explore these questions with data collected as part of the NRF-funded research project entitled ‘Interplay of

structure,cultureandagency:Astudyonprofessionaldevelopmentinhighereducation’.From2010–2012,datawas

collectedateightSouthAfricanpublichighereducationinstitutions.Thesymposiumbeginswithabriefintroductionand

continueswithpresentationson:

Formal learning provision in varied settings

Formal‘learningtoteaching’opportunitiesareusuallyofferedbycentralisedacademicdevelopmentunitsorbyacademic

development staff located in faculties or departments. These opportunities usually take the formof postgraduate

diplomasinhighereducationandshortcoursesorworkshopsonspecifictopicsrelatedtoteachingandlearning.These

formallearningopportunitiesaredesignedtoencourageacademicstoengagewiththetheoryandresearchofhigher

educationandtoadoptascholarly,criticallyreflexiveapproachtotheirteachingrole.Boththeopportunitiesandthe

responsestothemarevaried.

Legitimacy of staff developers and Teaching and Learning Centres

Academicdevelopment isa relativelynewfieldofpracticeand research. In thispartof thesymposium,weexplore

howtheinterplayofvariousstructural,culturalandagentialconditionsacrossarangeofinstitutionalcontextsenable

orconstrainthelegitimacythatacademicdevelopersenjoyandhowthis impactsonhowtheycancontributetothe

developmentofacademicsasteachers.

Rural historically disadvantaged institutions

Acasestudyoftworuralinstitutionsfoundthattheseinstitutionsfacedchallengesinrecruitingandretaininghighly

qualifiedstaff,andthishadarippleeffectontheremainingstaffwhohadtograpplewithheavyworkloads,coupled

withpressuretoattainhigheracademicqualifications,thushavinglimitedtimetoundertakeprofessionaldevelopment

onteaching.

A concluding section considers the implications of this account for a systemic national, but contextualised approach

tosupporting learningtoteach inSouthAfrica,aswellasthe implicationsforthe literatureonformaland informal

approachestoprofessionallearning.

Keywords:

higher education, formal, informal


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Unhinging Paradigms through Praxis: Locating Professional Development and Professionalisation in Recognition of Prior Learning Models

Lloyd, Shirley (DepartmentHigherEducationandTraining)

Thispaperpresentsaviewofhowprofessionaldevelopmentandprofessionalisationintwodifferentcontextswere

achievedthroughRecognitionofPriorLearning(RPL)practices.Thispaperiscontextualisedwithinacriticaldiscourse

aboutRPL,whetherandhowRPLpracticesandmodelshavearoletoplayinaworldwherechangeisconstant.The

purpose is to provide empirical evidence through case studies, that RPL is a credible and reliable mechanism for

professional development. Using the lenses of theory of change and Actor Network Theory (ANT), current RPL

developmentsbothinSouthAfricaandwiderafieldarebrieflyconsidered.Thevalidityofthispaperliesintheresearch

methodologyunderpinningthispaper,conductedthroughadesktopliteraturereviewabouttheoriesofchange,and

ANT,thetrendsimpactingthedevelopmentofRPLandNationalQualificationFrameworks(NQFs),andfinallyintwo

shortcasestudies.Theempiricalevidencefromthecasestudieswillprovideavalidandstrongargumentaboutwhyand

howRPLmodelscanbeusedtoenableprofessionaldevelopmentandprofessionalisation.

Keywords:

ActorNetworktheory,theoryofchange,recognitionofpriorlearning,professionaldevelopment,professionalisation


65

ID055Double Stimulation and Scaling within Learning Networks: Features of Expansive Social Learning in Southern African Social-Ecological Work and Learning Contexts

Lotz-Sisitka, Heila; Mutizwa Mukute; Charles Chikunda; Tichaona Pesanayi; Experiencia Chisoni; Louise

Madikze; Chamunorwa Muthambo; Yrjö Engeström

GeorgeMonbiot,aleadinginternationalsustainabilityandsocial justicewriter,provocativelyrecentlysuggestedthat

theonlyquestionreallyworthaskingis“Sowhatarewegoingtodoaboutit?”Thiswassaidinresponsetoanurgency

toengagemoreactivelywithsocietalconcernsinthefaceofstatecapture(bybillionairesandtheirlobbyists),persistent

andgrowingextremeinequality,andthecollapseandradicalalteringofthelivingworldandsignificantearthsystems.

Whilebeingprovocative,healsonotesthatsuchaquestionisnoteasytoanswer,giventheimmensecomplexityand

scopeoftheforcesatplayandtheassociatedconsequences.Therearesocialtheoriststhatsuggestthatitmightbe

toolatetoasksuchquestions,anditisbettertosimplyallowexcessenergyto‘takeover’andallowfortransgressive

emergenceofevent-basedalternatives,possible,theysuggest,inthecity.

Inthissymposiumweconsiderdialectical,emergentspacesforworkandlearningthatareproducedbysocial-ecological

riskandtheirassociatedcontradictionsandabsences,not inthecity,but inruralsouthernAfrica.Here,weconsider

the potentially transgressive emergence of alternatives produced interactively via co-engaged, generative formative

interventionist research and learning processes that we have observed emerging in a range of southern African

workplaces.ThesedrawprimarilyonYrjöEngeström’sCHATscholarshipandtheappliedmethodofdevelopmentalwork

researchthatuseschangelaboratoriesanddoublestimulationinformativeresearchandlearninginterventions.

Asafirstdimensionofoursymposium,weconsiderthetypesofdoublestimulationtoolsthatappeartobenecessary

when engaging with social-ecological risks and matters of concern in a rural southern African work and learning

contexts.Thefirststimuluscomprisesthechallengeand itsunderlyingcausesand/orcontradictionsthathavetobe

addressed,andisalwayscontextspecific.Weframetheproblematicissuesas‘mattersofconcern’,andhavesoughtto

understandthesehistorically,butalsoviacriticalrealistanalyseswhichshedlightonunderlyinggenerativemechanisms

or‘generativecomplexes’thatshapethemattersofconcerninourcontext,addingontologicaldepthtohistoricity.The

secondstimulusthatwefocusoninthissymposiumhelpspractitionersandresearcherstobetterunderstandandtackle

theproblematicissuecollectivelyandepistemologically.WhiletheactivitysystemmodelofYrjöEngeströmhasbeen

critical for helping researchers to analyse the problematic issues and the expansive learning process emanating from this

workhasbeenusedtoguidetheprocessoftacklingthem,researchersinsouthernAfricahavealsousedothertoolsto

aidanalysisandgeneratecollectiveunderstandingofproblematicsituations.Thisisconsistentwithdevelopmentalwork

researchandtheCHATproject.

As we will illustrate across our papers, the tools used in southern African double stimulation vary, ranging from

ontologicaltoolsfromcriticalrealistanalysisandindigenousknowledgeexperience,toepistemological,activity-specific

conceptsandcollectiveengagementmethodsthatpractitionersarefamiliarwith.Wehavenotedthatthenatureand

scaleoftheactivity,localconditionsandculturalexperience,aswellastheobjectbeingengagedallplayanimportant

rolein‘determining’orshapingthetoolsthataresuitable.Theseincludedrawingmediationtoolsfromsystemsthinking

sciencestosupportquestioningandanalysisincomplexcontexts,anddrawingmediationtoolsfromculturalexperiences

andindigenousknowledge.Theneedforsucharangeandvarietyofdoublestimulationtools,weargue,isshapedbythe

complexityandinherentsystemicdynamicsoftheobjectofactivity,andtheirlonger-termhistorieswhicharecomplex

toengage,uncoverandsurfaceforexpansivelearningengagements.

Asaseconddimensionofoursymposium,weconsidertheissueofscalingofexpansivelearningprocessesinthecontext

oflessformalinstitutionalworkandlearningstructuresthataremanifestingmainlyasforumsorlearningnetworks.The

emergenceoftheseworkandlearningstructurestoaccommodateboundary-crossingexpansivelearningprocesses,we

suggest,isalsorelatedtothecomplexityandinherentsystemdynamicsoftheobjectsofactivity(i.e.activitiesthatfocus


66

onsocial-ecologicalriskreduction,politicalecologyandsystemchanges).Inparticular,wenoticetheneedtore-thinka

moderntendencytofocusontheprimaryeconomicmodelwhichforegrounds individualismand ‘rationaleconomic

man’within the so-called ‘freeeconomy’. Fordecades, this hasbeen

introduced and has reproduced a training logic that foregrounds the

individualandhis/hercognitivegrowth.Instead,ourworkandlearning

processes, collectively engaged, scale across a more complex economic

systemofthinking,whichincludeshouseholdeconomiesthatinterface

withstateandmarketeconomies,andthatareinclusiveofaneconomy

ofthecommongood/commonseconomy(theinteractionswhichwe

haveobservedincontext,aretheorisedbyRaworth(2017)inherthesis

of the kind of regenerative economics required for living in the

Anthropocene–seeFigure1).

All papers will address both dimensions of the symposium framework.

Paper 1(IntroductorypaperbyHeilaLotz-Sisitka)

ThefirstpaperprovidesabroadoverviewoftheCHATresearchbeingundertakeninsouthernAfricansocial-

ecological / political ecology systems with emphasis on some insights gained into 1) the types of double

stimulation tools (especially the rangeof these tools in relation to thecomplexobjectsbeing investigated);

2) institutionalforms(especially learningforumsand learningnetworks);and3)economicspheresthathave

emerged as the change laboratory processes across a range of studies have unfolded in the Environmental

LearningResearchCentreworkandcommunitylearningresearchprogrammeoverthepasteighttonineyears.

Paper 2(PresentedbyCharlesChikundafromAWARD)

The second paper considers the production and use of a variety of system-based double stimulation tools

producedbytheAssociationforWaterandRuralDevelopment (AWARD) inLimpopoProvince,whereCHAT-

based change laboratories are emerging in a range of sites in the catchment around key areas of transformative

activity.Theoverarchingquestionforthediscussioninthispaperishowdowesupportpeopletoconceptualise

and address the intricate interplay of social, economic, political and cultural factors that combine to preserve

injustice?Asanattempttoanswerthequestion,thepapersharesand interrogatesnovelwaysofmediating

sensemakinginasociallearningprocessofconfrontingcontextincomplexsettings.

Paper 3(PresentedbyReubenThifulufwelwifromAWARD)

The third paper considers the production and use of a selection of the above noted double stimulation tools

producedbyAWARD,butthistimeappliedtooneofthespecificactivitiesbeingco-developed,namelyimproved

rehabilitation for biodiversitymanagement in the Blyde River Catchment, which is a sub-catchment of the

OlifantsCatchment.Thepaperalsoreflectsontheeconomicformsinfocus(i.e.economyofthestate(EPWP

programme),andeconomyofthecommons(biodiversityandwatersystemeconomies)andhowthisinfluenced

learningnetworkformationinthecasestudy.

Paper 4(PresentedbyTichaonaPesanayi,LouiseMadikizeandChamunorwaMuthambo)

Thefourthpaperconsiderstheworkandlearningofsmallholderfarmersfromfourlocalfarmers’associations

togetherwithextensionofficers,agriculturaleducatorsandlocaleconomicdevelopmentagriculturalspecialists

intwolocalmunicipalitiesoftheAmatholeDistrictoftheruralEasternCape,SouthAfrica.Weconsiderthedouble

stimulation processes and tools used in the co-development of productive demonstration sites and consider the

expansiveworkandlearningprocessesthataroseinformalagriculturaleducationcurriculumwork,andfarmer

andextensionactivityviaboundarycrossingchangelaboratoriessituatedwithinalearningnetwork.Agricultural

watercontradictionswereusedasafirststimulus,leadingtoaseriesofsecondstimuli,whichincludedrainwater

harvestingpracticesfromWaterResearchCommissionmaterials,amemorandumofunderstandingmadewith

anagriculturalcollege,OPVseedvarietiesandavaluechainforlocalproduceprovidedbythelocalmunicipality.

Productiverainwaterharvestingandconservationdemonstrationplotsweredevelopedandbecamecatalyticin

expandinglearningandactivityacrosseconomicspheres,leadingtoarangeofinterconnectedoutcomes.

Figure 1: Kate Raworth’s (2017) embedded economy model


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Paper 5(PresentedbyExperienciaChisoni)

ThefifthpaperconsiderstheworkandlearningofwomenwhomaintainthehouseholdeconomyinruralMalawi

villages,wheretheydependondepletingwoodstocksforcooking. Itconsidersthedoublestimulationtools

related to socio-technical instrumentsassociatedwith the introductionof improvedcookstovesasa climate

changeresponsestrategy.Toolswererequiredtoengagecontradictionsaroundculturalconvenienceofthe

newsocio-technicalinterventionaswellaspowerdynamicsinthedeterminationofprices,relatedaffordability

issues,qualityandmarketingproblemswhichwereassociatedwithcookingactivityinthecontextofuse/non-

useof the improved cookstoves.Responses co-produced in change laboratoriesover aperiodof two years

generatedtheco-productionofnewconceptsandalternativeswithinthiseconomy,andamixofdemandsfor

newformsofworkandlearningamongstthehome,stateandmarketeconomicspheres.

Paper 6(PresentedbyMutizwaMukute)

The sixth paper considers thework and learning of eight district organic farmer association associations in

Zimbabwewhoareworkingtogethertoestablishmoreviablesystemsofproductionforhouseholdconsumption

and income generation. Here, double stimulation processes included identifying and analysing matters of

concern around sustainable and viable agricultural production, marketing and solidarity in the face of climate

change,decliningrainfall,foodandincomeinsecurityandunsupportiveproductionandmarketingsystems.The

expansive learning process paid attention to cognitive justice and the economy of the commons via scaling of

localfarmers’knowledge,organicagriculturalpracticesandvaluechaindevelopmentcrossingeconomicsphere

boundaries.Viaexpansivelearningchangelaboratoriesoveraperiodoftwoyears,theyhaveco-producednew

solutionsthathaveeconomicvalueforthemselvesaswellassocialandecologicalvaluefortheirneighbours,

againgeneratingamixofdemandsfornewworkandlearningacrosstheeconomicspheresconcerned.

Inconclusion,wewill reflecttogether,with inputfromProfessorYrjöEngeströmfromCRADLE,onthe interrelated

themes picked up here across our expansive learning change laboratories in a southern African context of engaging

social-ecologicalrisksandsustainabilitycommonsconcerns.Thesethemesinclude:1)thetypesofdoublestimulation

tools thatwearefindinganeedfor,2) theemergingpatternof learningforumand learningnetworkformationto

accommodatetheexpansivelearninginterventionsovertimeandtoensuretheircontinuityandsustainability,and3)

theemergenceofscalingacrosseconomicspheresofhousehold,market,stateandthecommons.Weproposethat

theseinsightsofferwaysofaddressingMonbiot’squestion‘whatwearegoingtodoaboutit’,butalso‘howwemight

goaboutdoingit’i.e.engagingthedialecticallearningspacesthatopenupinengagementsattheinterfaceofsocial-

ecologicalriskandtransformingpoliticalecologies.

WehaveinvitedYrjöEngeströmtoofferaresponsetooursymposium.

Keywords:

expansivesociallearning,doublestimulationtools,scaling,CHAT


68

Professional Development in Intercultural Competence of Academic and Administrative Staff in Latin American Higher Education Institutions

Lukic, Dane (GlasgowCaledonianUniversity); Yarosh Maria (UniversityofDeusto)

Withthegrowthofdiversityandinternationalisationinthehighereducationsystemandindustryinthelastfewdecades

(UniversityofOxford,2015),therehasbeenanincreasedneedfordevelopingprofessionalcompetenceinorganisations

to deal with the benefits and challenges arising from intercultural encounters and work collaboration (Gregersen-

Hermans,2017). Inordertosuccessfullyworkandcollaborateacrossdifferentculturaldomainsandwithpeoplefrom

diverseculturalbackgrounds,asetofabilitiesfordealingwithculturaldiversity isrequired.Theseabilities,collectively

termedinterculturalcompetence(IC),enableeffectivestudying,livingandworkingacrossdifferentculturalboundaries

(Fantini,2007).HigherEducationInstitutions(HEIs)areexpectedtoprovidestudentswiththecompetencetodealwith

differentculturesandusetheculturaldiversityoftheirsurroundingsasanadvantageforinnovationacrossthewhole

curriculum (Deardorff, 2015). Studies and our previous research experience reveal that academic and administrative

staffinLatinAmericanHEIs(LAHEIs)areparticularlystrugglingtodevelopasolidlevelofICthemselves(Lukic&Solari,

2015;Berry&Taylor,2014).Moreover,mostprofessionaldevelopmentprogrammesappeartobefocusingonlimited

diversityawarenessprogrammesratherthantransformativepowerofconsideringorganisationaldiversityasapotential

forinnovation.LAHEIshavegonethroughaprocessofincreasedinternationalisationwithplannedfurtherrapidgrowth

of intra-regional(deWit,2017)andinternationalmobility(Berry&Taylor,2014)by2020.Atthesametime,there isa

widespreadmovementtowardswideningaccesstostudentsandstaffcomingfromindigenousbackgrounds.However,if

notfocusedwell,culturaldiversitycancreatealackofcommunication,conflicts,exclusion,projectdelaysandlowerquality

ofoutputs.Ontheotherhand,ifmanagedwellandwiththeappropriatelevelofIC,thediverseenvironmentcanprovide

forbetterandmoreinnovativeoutputs,novelprojectsanddiscoveriescomingfromculturalboundarycrossing.These

recentchangesandfutureprojectionshighlighttheneedforactivitiestacklinginternationalisationcapacityofLAHEIs.

AcademicsandadministratoremployeesinLAHEIsarefacedwiththefollowingchallenges:

1. Teaching, learning and assessment of diverse student cohorts (internal LA student mobility, international

overseasstudentsandstudentsfromindigenousculturalbackgrounds);

2. SupportingstudentdevelopmentofICasoneofrequirementsforgraduatesforfurtherstudyandemployment

inaglobaleconomy;

3. Preparingtheirstudentsforfurtherstudieswhicharelikelytobecarriedoutinothercountries/continents;

4. Collaborationwith academic colleagues from diverse cultural backgrounds in their own institutions (due to

increasedacademicstaffmobility);

5. Livingindifferentculturalsettings(duetoincreasedacademicstaffmobility);

6. Collaborationoninternationalresearchandconsultancyprojectswithcolleaguesaroundtheworld;and

7. LackofprovisionandrecognitionprofessionaldevelopmentofICintheinstitutionalevaluationofstaff.

These challenges create a need for more tailored, integrated and engaging professional development opportunities

forstafftoimprovetheirownICandsupportstudentsindevelopingtheirinterculturalabilities.Thepaperreportson

anapproachtoaholistic,customised,flexibleandreflectiveprofessionaldevelopmentprogrammethatwouldprovide

LAHEIswithincreasedknowledge,awareness,skills,attitudesandtoolstobeinterculturallycompetentprofessionals.

Thepaperproposesaqualitativeapproachandframeworkforprofessionaldevelopmentofinterculturalcompetence

ofLAHEIstaffinordertopreparetheinstitutionsforinternationalisationandbuildsontwopreviousresearchprojects.

Itthenoutlinesthenextphasesoftheresearchandhighlightscontributiontoresearchandpracticeofuniversitystaff

professionaldevelopmentandworkplacelearninginthefieldofinterculturalcompetence.

Keywords:

professional development, organisational learning, diversity, transformation



69


Exploring Learning Conditions in a Public Service Organisation during a Transformation Attempt

Halvarsson, Lundkvist Agneta; Kock Henrik; Maria Gustavsson (LinköpingUniversity)

The aim of this paper is to explore the conditions that enabled or constrained learning during a transformation process

aimed at integrating continuous improvement into employees’ everyday work in a social welfare department in a

Swedishmunicipality. Intheprocessoftransformation,thedepartmentreceivedsupportfromaNationalWorkplace

Development Programme (WPDP) that offered support to public service organisations in need of becomingmore

efficientbyadaptingtoaLeanproductionmodel.

FullerandUnwin’stheoreticalmodelofexpansive–restrictivelearningenvironmentswasusedtoexploretheconditions

thatenabledorconstrainedthetransformationprocess.Theresearchisbasedon22interviewswithmunicipalityactors.

Thefindingsshowthat,overtime,multipleandemergingexternalandinternalorganisationalconditionsinteractedto

constraintheemployees’learning.Themajorconditionsidentifiedinthisstudywerepoliticsandlackofsteering,the

organising of the WPDP, the infrastructure intended to support managers integrating continuous improvement into

employees’everydayworkandthemanagers’limitedresourcestodoso.Thenoveltyofthisworkliesintheattention

given to the external conditions attributed to theWPDP,which provides insight into the complex struggle to find

nationalpoliciesthatworkforpublicsectororganisations.

Keywords:

workplacedevelopmentprogramme,workplacelearning,organisationaldevelopment


70

ID058 The Role of Craft-Hubs and Post-School Education in Textile and Clothing SME Development: A Focus on South Africa’s Mohair, Value Added Through Design

Mahlangu, Isaac Bongani (UniversityofWitwatersrand)

SouthAfricahasconsistentlydominatedglobalmohairproductionandgainedrecognitionasthemainsourceofmohair.

Favourable climate conditions enable the country to produce almost 53% of theworld’smohair.Over 90% of the

mohairis,however,exportedasgreasy/rawmohair(NAMC,2012)bypassingthedomestictextileandclothingindustry

andconstraininglinkageswithinthedomesticvaluechain.Decreasingaccesstomohairandlowinvestmentlevels in

humanandphysicalcapitalhasledtoasignificantdeclineinthetextileandclothingindustryanditscontributionto

manufacturingoutput,whichisreflectedbythefallingexportshareandthesignificantcontractioninemployment.

ParalleltothisisincreasedSMEstart-upamongstgraduateswhostruggletofindemploymentinacontractingindustry.

There are claims about poor relations between post-school education and industry resulting in the production of

graduateswhoseskillsarenotconsistentwiththeneedsoftheindustry(Muzenda&Duku,2014).Thegrowingretrenched

populationhasalsorespondedtofirmclosuresbystartingSMEs.Thisstudyexaminestheroleplayedbycraft-hubsand

post-schooleducationindevelopingskilledSMEsthatproducevalue-addedmohairtextileandclothing.Itpresentsa

caseoffourSMEswhichmirrorgapsininteractionsbetweenpost-schooleducation,domesticindustryandgovernment

intheEasternCape.Itusedacombinationofsemi-structuredinterviews,documentanalysisandobservationtocollect

datafromuniversitymanagement,lecturers,programmemanagersatthecraft-hubsandthefourSMEcasestudies.

Thestudyfindsthatpost-schooleducation’sfocusonproducinggraduatesenteringtheworldofworkasmanagers,

supervisorsandresearchers isnotconsistentwiththeneedsof thecountrytostimulateentrepreneurshipactivities

anddiversifyeconomicactivities.Basedonthefindings,thestudyconcludesthatthelackofclear linkagesbetween

the industry, government interventions and post-school education is indicative of a lack of a comprehensive industry

strategywhichallstakeholderscanbuyintoanddrive(SASTAC,2014).

Keywords:

craft-hubs,globalvaluechain,mohair,post-schooleducation,textileandclothing,SME


71

ID059Employability Skills versus Human Development Skills: Dilemmas for Undergraduate Sociology Students in South Africa

Manyonga, Bothwell (UniversityofWitwatersrand)

This paper explores the dilemmas that sociology undergraduate students face as a result of the teaching and learning

thattheyexperience.Specifically,thefocus isonwhatfunctioningsandhencecapabilitiesarevaluedbyandenable

sociologystudentstoliveandactintheworld.Thecontextiswheresomeuniversitygraduatesexperienceapersistent

advantageinthelabourmarket,yetsociologyundergraduatestudentsstrugglewithoccupationidentityandtosituate

themselves in the jobmarket.Drawing fromtheprinciplesof thecapabilitiesapproachofAmartyaSenandMartha

Nussbaum,thepaperarguesthatcurriculumoughttoofferstudentsrealopportunities,expandingchoicesforindividuals

todoandbewhattheyhavereasontovalue.Thus,equippinggraduateswithmorecapabilities(includingbutnotlimited

to employability skills),morewell-being (achievements) andmore agencymeans that higher education, particularly

throughcurriculum,wouldbemorejustratherthanlessjust.Ifstudentsareequippedwithfewercapabilities,lesswell-

beingandlessagency,thismeanshighereducationisunjust.

ThepaperpresentsfindingsfromqualitativedatacollectedfromundergraduatesociologystudentsattwoSouthAfrican

universities.Itsuggestsgroundsfor(re)thinkingpolicyorientationstosociologycurriculumdevelopers,particularlyon

howthecapabilitiesapproachandthehumancapitaltheorycancomplementeachotherincurriculumdevelopmentand

fosteringskillsforlife,work,andsociety.Italsocastslightonhowuniversitycurriculaandindeededucationmightbe

transformedinthetwenty-firstcentury.

Keywords:

employability skills, capabilities formation, sociology curriculum, social justice


72

The National Certificate Vocational (NCV) Qualification, Continued Learning and Employment: Tracing the Destinations of TVET Engineering Completers in the NW Province

Mashongoane, Thabo (DHET)

ThisstudywaspromptedbyaquesttorespondtotheskillsshortageinSouthAfricaandtheallegedinadequacyof

theprovidedprogrammestothestudents inFurtherEducationandTrainingcolleges.This issobecausetheformer

DepartmentofEducationdevelopednewprogrammescalledtheNationalCertificateVocationalNC(V)whichhavenever

beenevaluatedastotheirefficacywhichisthefocusofthispaper.TheNationalCertificateVocationalcurriculumhas

recentlybeenrenamedtheTechnicalVocationalEducationalandTrainingColleges(TVET).Qualitativeandquantitative

approacheswereusedtocollectdata.Thedatasourcedwasalsousedfortriangulationpurposesofcomparison.This

researchstudywasundertakentosurveyandtrackthecohortsofgraduatesof2009to2012withaviewofdetermining

theimpactoftheNC(V)programmeontheirdestinations.TheNC(V)programmesarerolledoutinvariousstudyfields

throughoutthecountry,buttheresearchwaslimitedtothegraduateswhofollowedthethreeprogrammesranging

frombuildingconstruction,electricaltoengineeringandrelatedstudiesintheNorthWestProvince.Toconclude,the

interviewschedulewasusedtocollectdatafrompurposivelyselectedparticipantsfromtheColleges,Departmentof

HigherEducationandTraining,theSectorEducationandTrainingAuthorities(SETAs),theUniversitiesofTechnologies

(UoTs),andthevariousemployerorganisationswhilethequestionnairesolicitedquantitativedatafromthegraduates.

Thestudyrevealedthattheprogrammesoffereddidnotsatisfyallthestakeholdersastheactualpresentationwillshow

andwillalsodiscussaproposedmodelassolution.

Keywords:

impact,NationalCertificateVocational,continuedlearning

ID061


73

Change Laboratories with Youth to Reconceptualise Work in Lenye Village

Matiwane, Lwazi (RhodesUniversity)

The masters research on which this poster presentation is based is motivated by Sustainable Development Goal

number8(UnitedNations,2015)which isdecentworkandeconomicgrowth,andtheGlobalActionProgrammeon

Education for Sustainable Development priority action area number 4 (United Nations Educational, Scientific and

Cultural Organisation, 2014) which focusses on empowering and mobilising youth. This research could contribute

to some of the key developmental and transformational concerns in South Africa, namely, rural development, youth

unemployment,environmentalsustainabilityandagriculture.Itisfurthermotivatedbythepotentialinvestmentthat

youtharefordevelopment,growthandsustainability.Lenyevillage, located inKeiskammahoek in theEasternCape

ProvinceofSouthAfrica,hasyouthworking in farmingpractices suchasemployees inpublicworkprogrammes,as

self-employedfarmers,asayouthgroupworkingtowardsregisteringasaco-operativeandastemporarylabourina

farmingco-operative.Oneofthechallengesfacedbyyouthsisdefinedasunemployment.Changelaboratoryworkshops

(Virkkunen&Newnham,2013)havebeencarriedouttoidentifyandaddresssomeofthechallengesfacedbytheyouth

inthissectorinwiththehopethatemergingsolutionswillhelpnotonlytheyouthbutthecommunityatlarge.Semi-

structuredinterviews,observationsanddocumentswereanalysedthroughthirdgenerationCulturalHistoricalActivity

Theory(CHAT)(Engeström,2001)tomapandunderstandtherelationshipbetweentheagriculturalactivitysystemsthe

youthsrepresentandthesustainabledevelopmentactivitysystemthattheagriculturalactivitysystemsareworking

towardsinLenyevillage.

Thevaluecreationframework(Wengeretal.,2011)andsecondgenerationCHATwereusedtoanalyseaudiorecordings

andminutesoftheexpansivelearningprocessandapostchangelaboratoryworkshop’sfocusgroupinterview,inorder

tounderstandtheroleofexpansivelearningindevelopingruralyouthsasvaluecreators.Thisposterisareviewofthe

workingandlearninghappeninginandaroundthevillagewithregardtoyouthinfarmingpractices.Whatappearstobe

anissueisthatthetruechallengeisstrugglingtoseeandrecogniseemploymentandworkassomewhatequivalentwith

respecttothedesiredbenefitssoughtwhenseekingemploymentparticularlyinaruralcontext.Myresearchhasshown

thattheyouthseemtoratherbeemployedthantowork;however,employmentisworkthathasbeenformalised,often

bysomeoneotherthanyourself,andisrewardedthroughmonetaryvalue.Thisisaclassicalinternalcontradictionwith

rootsintheMarxistdialecticofusevalue(workforoneself)versusexchangevalue(workinformalisedemployment)

(Marx,2004).Inworkingwiththeyouthinsuchacontext,wehavedeliberatedthatiftheirorientationcouldbetolook

forworkratherthanemployment,particularly in lessdevelopedspacesthatdonothaveaplethoraofemployment

opportunities,thentheyouthcouldfindworktosupplytheirneedsasindividualyouthsandtheneedforgrowthand

developmentintheircommunities.Thiscontradictionthatseemstoarisebetweennotionsofworkandemployment,

hasthepotentialtobecomearichspaceforgenerativesolutionsfromformativeinterventionresearchtradition.

Theposterincludesreflectionsonhowtheworkingandlearninghappeningcanfurtherbehighlightedandunderstood

as working and learning that can be channelled or is being channelled for youth and community development,

reflectionsonhowtheyouthscanengagewiththecommunitytostrengthentheirnetworkinginandaroundthevillage

toachievegrowthanddevelopmentinagriculturalpractice.Thisreviewwillalsoincludesomereflectionsontheuseof

changelaboratoryworkshops/expansivelearningwithyouthsinthevillage,reflectionsfromaformativeinterventionist

perspectiveandaparticipatingyouthperspective.

TheposterpresentationwilldescribehowyouthsinLenyevillagelearnedtogetherhowtoworkintheirownworkspaces.

IseethisasprovidingusefulinformationfortheEasternCapeconsideringitisoneoftheprovinceswithalargeruraland

discouragedjobseekerpopulation.

Keywords:

expansivelearning,work,ruraldevelopment,youth,employment

ID062


74

Multicultural Learning through Dialogue? Exploring the Learning Process of Teachers Attending a Course on Multicultural Understanding

Matthiesen, Noomi (AalborgUniversity)

Inaworldofincreasingupheavalanddiscontinuity,itisimportantthatteachershavethecompetenciesnecessaryto

adequatelyaddresstheneedsofchildrenandparentsofethnicminoritybackgrounds,bothlong-termresidents,new

immigrantsandrefugees.Thispaperexploresthelearningprocessofpost-serviceteacherswhoattendedacourseina

largecityinDenmarkonmulticulturalunderstandingineducation.Throughparticipantobservationatthecourse(eight

work-days)andsubsequentinterviewswithsixoftheteachers,theirinsightsandnewunderstandingsareexploredas

wellastheirexperienceswithapplyingtheirnewperspectivesinpractice.Thecoursewasdesignedtodeveloptheskills

andunderstandingoftheteachersinordertoallowthemtomeettheincreasingchallengestheyfacedintheirinnercity

multiculturalschools.Atthebeginningofthecourse,theteacherswithDanishbackgroundsdescribedethnicminority

parentsinnegativedeficitterms,whichisinaccordancewithmuchresearchonteacherconceptionsofethnicminority

parentsbothinaDanishcontext(Matthiesen,2017)andinternationally(seeforinstance,Brenner&Kia-Keeting,2016).

Theyremarkedondifficultiesassociatedwithdifferencesinunderstandingsofchildupbringinganddiscipliningaswellas

practicaldifficultiesduetolanguageandcommunicationchallenges.Theyalsonotedtheparents’apparentdisregardfor

attendingschooleventsandsupportingtheirchildren’seducation.Thesenotionswerechallengedbytheethnicminority

teachers,oftenresultinginheateddebates.Whilesometeachersnotedafewincidencesofincreasedunderstandingof

theother’sperspective,mostofthedialoguedidnothavethisoutcome,resultinginsteadinthemaintenanceofalready

establishedperspectives.Furthermore,theteacherswerehardputtodescribeanyapplicationintheireverydaywork

ofwhattheylearnedduringthecourse.Inordertounderstandthis,weneedtoconsiderthepowerdynamicsandsocial

relationsatplayinthecoursewhichconstructedthelearningconditionsfortheteachers.Socialpracticetheoryholds

someusefulconceptstoanalysetheselearningconditions.

Firstly,wemustnotethatdialogueandlanguagearemerelyasmallpartofwhatitmeanstobehuman.Dialoguedoes

nottranspire inafrictionlessvacuum,but instead issituated inaspecificpractice;asocialpracticethat ishistorically,

culturally,politicallyandsociallyproduced.Accordingtoasocialpracticetheoreticalapproach,relationsaremediated

throughpractice.Thesocialworldisseenasexistingonlythroughbeing(re)producedandchangedbytheparticipation of

persons,whoaresimultaneouslybeing(re)producedandchangedthroughthisparticipation.Thesocialworldiscomprised

ofvariouspowerstructuresthatarehistoricallyconstructedandinstitutionallysustainedasparticularstrugglesandlocal

contentiouspractices(Holland&Lave,2009).Personsparticipateinpracticesfromspecificpositionsthatholdparticular

purposes,goalsandpowertoparticipateincertainwaysbutnotinothers(Dreier,2008).Participationisthustheconcrete

materialthroughwhichthesubjectandthesocialworldareconnected.Participationis,asDreier(2008:22)noted,”the

fabricthatconnectsus”.Inthisperspective,subjectsareunderstoodasradicallysocialandinterdependent(Nielsen,2016).

Itisarguedthatthedialoguesinthecoursecanbeunderstoodbyconsideringlargersocietalstruggles.Theethnicminority

teacherswereconcernedwithchallengingstereotypes,breakingdownunhelpfulanddiscriminativeprejudicesaswell

asrestoringandsustainingdignity.TheethnicDanishteachers,ontheotherhand,wereconcernedwithaddressingthe

concretechallengestheymetintheirday-to-dayworkandinsistedonmaintainingtheirexplanationsastheyconsidered

thepossibilityofaddressingtheseexplanationstheonlywaytofindsolutions.Oneperspectiveunderminedtheother

andviceversaandresultedinastruggletoconvincetheotherofherperspective.Itisthusarguedthatenablinglearning

thatallowsforotherstotranscendmarginalpositionsnotonlyrequiresconsideringattitudesandknowledgeofthe

other, but rathermust consider the local power dynamics, struggles and individual concerns. Rather than viewing

learningasanepistemologicalproblemofacquiringknowledge,beliefsandskills, learningmustbeconceivedofas

radicallyrelationalandthoroughlysituated.

Keywords:

post-service teacher education, multicultural understanding, ethnic minority teachers, situated learning

ID063


75

The Influence of Biographies and Individual Agency on the Culture of Employee Learning: The Case of Administrative Assistants at a South African University

Mavunga, George (UniversityofJohannesburg)

Inthepast,employeelearningandthecultureassociatedwithitwereseenasexclusivelydependentonorganisational

strategicinitiatives,ononehand,andtheresponsetotheseinitiativesbycollectiveentitiessuchasworkers’unionsand

workteams,ontheother.However,thisnotionbegantobechallengedinthe1990swithfurtherattentionbeingdrawn

totheroleplayedbyemployees’biographiesandindividualagencyinshapingtheircultureofworkplacelearning(Billet,

2006;Cole,1998).

Thecultureofemployeelearninganditsconceptualisationisadynamicandcomplexphenomenon.Thisisparticularly

soinSouthAfricawhereoneschoolofthoughtsuggeststhattheskillsrevolutionmeanttoredressunemployability

and unemployment,which are a legacy of the country’s past, has failed (Freeman, 2015). Based on a study at the

UniversityofJohannesburg(UJ) involvingfifteenadministrativeassistantsfromdifferentfaculties,departmentsand

unitsacrossthefourcampusesoftheinstitution,thispaperisacontributioninthisregard.Inadditiontosemi-structured

interviewswiththeadministrativeassistants,dataweregatheredfromemployeelearning-relateddocumentssuchas

theUJPerformanceManagementPolicyandthenewUJTrainingandDevelopmentPolicy.Thefollowingwerealso

useful:CriticalRealism(Bhaskar,1978;Archer2000);Bernstein’s(2000)ideaoflearningdomainsandBourdieu’s(1977;

1980)notionofhabitus.Thepaperestablishedthat theadministrativeassistants’biographiesand individualagency

playedacrucialmediatoryrole inshapingtheirresponsestotheUJemployee-learningproject.Biographicalaspects

suchasfamilybackgroundaswellasbasicandtertiaryeducationinstitutionsattendedwerefoundtohavehadamajor

influenceontheadministrativeassistants’cultureofemployeelearning.Thiswasparalleledbytheinfluenceofschools

andtertiaryinstitutionswhichplacedconsiderableemphasisonacademicandprofessionalsuccess.Aspectsofindividual

agencysuchasperceptions,attitudesandmotivationwerealsofoundtohaveastrongbearingonthecharacterofthe

administrativeassistants’cultureofemployeelearning.

Emerging from the study aswellwas the largely ignored disparity between theUJ seniormanagement’s strategic

intentionsandsomeadministrativeassistants’careerdevelopmentaspirationswhichthemselvesareafunctionoftheir

identities,subjectivitiesandeverydaylivedexperiences.TheUJ’sstrategicintentionswerecharacterisedbytwomain

aspectsarisingfromwhatGravett(2005)calledemployees’prescribedneedsinrespectofemployeelearning.Firstwas

thedrivetowardsrealisationoftheinstitution’svisionandmission.Tothisend,employeelearningwouldbeusedtoequip

theemployeeswiththerequisiteskillsandcompetencies.Secondwastheneedtoconformtogovernmentlegislation

regardingemployeelearning.Anexamplewastherequirementforeveryemployeeattheinstitutiontohaveapersonal

developmentplan(IDP)whichwouldultimatelyfeedintotheinstitution’sWorkplaceSkillsPlan(WSP).Inmostcases,

however,theadministrativeassistants’careerdevelopmentaspirationswerecharacterisedbynotsimplytheneedto

acquirecompetenciesrelevanttotheircurrentjobsbutthosebymeansofwhichtheycouldrealiseupwardcareermobility.

ThisexemplifieswhatGravett(2005)called‘feltneeds’.Thecontradictionsbetweentheinstitutionalstrategicintentions

andtheadministrativeassistants’careerdevelopmentaspirationsrepresentaseriousconstraintontheachievementof

alignedambitioninrespectofemployeelearning.NecessaryatUJ,therefore,isaholisticconceptualisationofemployee

learningwhichtakesintoaccounttheinfluenceoftheglobal,nationalandsectoralcompetitiveimperativesreflectedin

theofficialdomainofemployeelearningaswellastheinfluenceofworkplace-basedcollectivesocialentities.However,

italsoneedstoaccommodatewhattheadministrativeassistantsbringtotheemployeelearninglandscapethroughtheir

biographiesandindividualagencyasreflectedinthesocialandlearningdomains.

Keywords:

administrative assistants, employee learning



76

The Delivery of the Clothing Curriculum in South African Polytechnic Institutions: Towards a Competitive and Sustainable Industry

Mavuso, Sibusisiwe (UniversityofWitwatersrand)

The role of polytechnics curriculum and fashion design programmes towards skills development for the clothing

industrycannotbeunderestimated.Theaimofthisstudywastogainaninsightintotheinteractionsbetweeneducation

andtraininginstitutionsandclothingfirmstowardsskillsformationfortheSouthAfricanclothingsector.Thetarget

population for thestudywasuniversitiesofferingClothingManagementandFashionDesignprogrammesandtheir

students.Sixsemi-structuredinterviewswerecompletedwithacademicsfromtheUniversityofJohannesburg,third-

yearClothingManagementstudentsfromtheUniversityofDurbanTechnologyandclothingmanufacturersbasedin

theGautengregion.Allinterviewsweretranscribedanddatawascodedaccordingtothethemesemerging.Findings

indicatethatpolytechnicshave,overtheyears,builtpartnershipswiththeclothingindustrythoughtherelationshipis

notformalisedandconsistent.Therelationshipallowsstudentstobeplacedontheindustryforworkintegratedlearning

programmesandalsoforexperiential learning.Furthermore, it facilitates inputonthecurriculumbythe industry in

thecontextwhere technologyand trendsare in theclothing industryarechangingconstantly.Basedon theabove

findings,thestudyconcludedthereisaneedtoestablishstrongandmoreconsistentpartnershipsbetweeneducation

andtraininginstitutionsinorderfortheappareleducationcurriculumtoplayamajorroletotheclothingindustry.

Keywords:

skills, clothing industry, education institutions, pattern making, curriculum, South Africa

ID065


77

ID067Systemic Relationships of Skills Development Stakeholders in Supporting Green Economy for Addressing Unemployment

Mmotong, Surprise Cleopatra (UniversityofWitwatersrand)

SouthAfricahasaresource-intensiveeconomyandisfacedwithdecliningnaturalresourcesanddeepeninginequalities.

Likemuchoftherestoftheworld,thecountryisgraduallytransitioningtowardsagreeneconomy.Policy,environmental,

socialandeconomic factorsdriveSouthAfrica’s transitiontosustainabledevelopmentandagreenereconomy.The

transitiontoagreeneconomyisconsideredanopportunitytoachieveaninclusiveeconomybytacklinginequalitiesin

humaneconomicdevelopmentsuchaspovertyandsocialinjustice(Rosenberg,2015).Educationandtrainingareessential

buildingblocksforthetransitiontoagreeneconomy.Thiswillinvolvegreenskilling,creatingpublicparticipationaswell

aspublicawareness.This raisesthe importanceofeducationsystemresponsivenessasagreeneconomywillcreate

differentdemandsonskillsandforcelabourmarketstochangeinordertoremaincompetitiveandinnovative.Various

policies have been developed to foster sustainable development and various projections on potential job creation for a

greeneconomy.However,thereisaproblemrelatedtoboththeachievementofsustainabledevelopmentandgreen

economyobjectives.SouthAfricaissaidtolackadequatelyqualifiedpeopletoimplementthesegoalsresultinginwhat

istermed‘scarceskills’intheenvironmentalandsustainabledevelopmentsector(Ramsarup,2015:60).Itisimportant

tonotethatSouthAfricaneducationandtrainingprovidersarecurrentlyofferingvariouscoursesrelevantforagreen

economy.However, earlier research conducted towards aNational Environmental Sector Skills Plan (DEA&Rhodes

University,2010)andotherhumancapitaldevelopment strategies, indicated thatenvironmental skillsplanningand

provisioninginSouthAfricaislargelyreactive,adhocandinadequate(Ramsarup,2015).Thescaleofthechallengeof

transitioningtoagreenandinclusiveeconomy,andconceptualisingskillsdevelopmentneedswithinacontextwhere

tomorrow’sjobswillbedifferentfromthoseweknowtoday,requiresamoresystematicengagementoftheeducation

andtrainingsector.

DHEThasacentralroletoco-ordinatethedevelopmentofgreenskillswithinthelabourforce.SETAsneedtofacilitate

fortheproductionofgreenskillsneededbytheworkforceinallsectorsatalllevels.Atransitiontoagreeneconomywill

havestructuralchangesinthelabourmarketandexistingoccupationsandindustrieswillexperiencegreeningchanges

totaskswithintheirjobs;thiswillrequireadjustmentstothecurrenttrainingandqualificationframeworksforthese

occupations.QTCOandSAQAwillthereforeneedtocreatenewoccupationstosupportneweconomicactivities.TVET

collegeswillalsohavetolookintoofferinglowlevelgreenskillsprogrammeswhichsupportentryintothelabourmarket

Thisstudysetouttoexplorehowgreeneconomydiscoursecancontributetoaddressingthechallengeofunemployment

experiencedinthecountryfocusingontheroleoftheskillsdevelopmentsystem.Theresearchquestionsare:

1. Isthereaconsensusamongskillsdevelopmentroleplayersonhoworthroughwhichinstrument/sthegreen

skillsobjectivescanbeachieved?

2. Istheskillsdevelopmentsystemrespondingwithappropriatetrainingdesigntosupportgreeneconomywhich

addressesunemployment?

3. Howwill new streams of demand for green skills products and services impact on skills, employment and

employability?

It is important for the education and training system to provide appropriate skills and competencies to support the green

economytoenhancejobcreation.Greenskillsplanningisofparamountimportanceifthecountryistoprovideadequate

learningpathwaystosupportagreeneconomy.Itisnotcleariftheskillsdevelopmentsystemiscurrentlyresponding

withappropriatetrainingdesigntosupportagreeneconomyduetothefactthatgreenskillsplanningisnotintegrated.

Keywords:

green economy, unemployment, sustainable development


78

ID068 Measuring the Impact of Higher Education on Development and Social Change: Shifting Methodologies

Molebatsi, Palesa Malehlohonolo (UniversityofWitwatersrand)

Theimpactofhighereducationhastraditionallybeenobservedbyeconomiststhroughratesofreturnstudies.While

thismaynotreflectacausalrelationship,itpointstoanincreasingassociationbetweenhighereducationandindividual/

nationalincome.

However,notenoughisknownabouthowhighereducationcontributestodevelopmentandtheextenttowhichitdoes

so.Thereisanunder-theorisationofkeyconceptsthatcanreflecttheimpactofhighereducation.Newmethodologies

areemergingtorespond(Clark,2017)withmetricstryingtobetterreflecttheseconcepts.

Recently, definitions of the ‘public good’ nature of higher education have shifted and been linked to social justice

throughincreasingsocialmobility(Williams,2016).Policiesappeartoattempttoincorporatethesechangesgivenrising

inequalityevenindevelopingcontextsliketheUSA,Canada,etc.(Margison,2016).TheTeachingExcellenceFramework

ofEngland,amongotherthings,assesseshoweffectivehighereducationisinmeetingtheneedsofadiversestudent

fromadisadvantagedbackground.

TheTeachingExcellenceFramework (TEF) is agovernmentassessmentof thequalityofundergraduate teaching in

universities–universitiesareawardedgold,silver,orbronzestatus.SixcoremetricsliebehindtheTEF.Threeofthese

come from theNational Student Survey (i.e. students’ views on the quality of teaching, assessment and academic

supportreceived).Afourthmetricisbasedonauniversity’sdropoutrates.Thefinaltworelatetograduateactivities

afterleavinguniversity.

ThereissomedebatearoundthevalueofTEF.Dometricssuchasstudentsatisfactionandemployabilitydataadequately

measureteachingquality?TheTEFpositionseducationasacommodityforsaletobuyers(i.e.students).Universities

targetspendingonactivitiesthatmaximisescoresonTEFindicators.Thismayleadtounderfundingcertain‘collective

goods’(Margison,2017).

Keywords:

highereducation,TeachingExcellenceFramework,shiftingmethodologies


79

ID069Green Skills in the South African Surface Coatings Sector: A Methodological Exploration

Moroane, Kedibone (ChemicalIndustryEducationandTrainingAuthority–CHIETA); Presha Ramsarup (WitsUniversity); Nicola Jenkin(PinpointSustainability); Eureta Rosenberg (RhodesUniversity)

For South Africa to realise a greener economy, the National Development Plan recognises the need for skills development

to strengthen thenation’s economic and social resilience. Togrowagreenereconomyand to facilitate sustainable

development opportunities at sector and national levels, an understanding of green skills demand and utilisation

isnecessary.ThisstudythusaimedtosupporttheChemicalSkillsAuthority inSouthAfrica,theiremployersandthe

broader skills planning community by providing a methodology to identify green skills priorities and demand articulation,

atthefirmandsectorlevelinthesurfacecoatingspaintsector.

Drawing on amulti-level perspective of transitioning, it thus provided theoretical and explanatory tools to look at

greeningworkasaninterplayatthreeanalyticallevels:

¡ landscapepressuresthatimpactofsectors/analysisofthedrivers;

¡ operatingnormsandpracticeswithinaregimeandthusexplorethe lock-insthatholddominantpractices in

place;and

¡ workplacepracticesforevidenceofthelock-insandopportuntiesfortransformativepraxis.

Thestudystartedwithacontextualdriveranalysiswhichhighlightedthesignificantenvironmentalimpactsatvarious

stagesinthepaintvaluechain.Theseincludeimpactsduringtheextractionandprocessingofinputmaterials,impacts

during themanufacturingprocess (withwastewater and sludgeproduction) andhighand inefficientenergyuseby

theautomotivepaintsindustryparticularly.Therearealsosignificanthealthimpactsassociatedwithpaintapplication

andhazardouscomponentsofpaintsuchaslead.Keyareasofenvironmentalconcernarelinkedtoproductinnovation

andeducationontherisksassociatedwithlead-basedpaintsandregulation.Thecontextualdriveranalysisprovideda

platformforsurfacinggreenskillneeds.

Central to the research methodology was an expanded value chain analysis as a means to identify and map out

environmentalhotspotsinthesector.Thisrequiredanintensivelookatregulationandinnovationprocesseswithinvalue

chains. Inaddition,anoccupationalnetworkmappingexercisewasundertakento identifythecoreoccupationsthat

requiregreenorthegreeningofskillsinthevaluechain.

The study of green skills needs across occupations reflected that themajority of green skills interventions require

greeningofcurrentoccupationsandthesupportofskillsdevelopmentthatcanfostermoresustainablepractices.In

thestudythreecorefocalareasemergedascentraltoopportunitiestoincreaseworkforcecapabilitytosupportamore

sustainablepaintindustry:risk,regulationandinnovation.Thefollowingoccupationswereparticularlyrelevanttothe

greeningofthepaintindustry:EnvironmentalHealthOfficers;Safety,Health,EnvironmentandQualitymanagersand/

orSustainabilitymanagers;TechnicalManagersandLaboratoryTechnicians;ResearchandDevelopmentManagersand

Researchers;EngineeringManagers;andPaintersandContractors.Thestudyprovidedacomprehensivesetofgreen

skilloccupationalprofilesrelatedtothepaintindustry,whichcanbeusedbythechemicalsectorfortherevisionofthe

greenoccupationalframeworksandforstrategicinterventionstosupportbettersectorsskillsplanningforgreenskills.

Inaddition,thefindingsprovideguidelinesforthegreeningofjobsalongthevaluechaininthesector,andcanhelp

employerstostrengthenworkplacegreenskillsplanningprocesses.

Thestudyidentifiedsignificantopportunitiesfortheindustrytocontributetothegreeneconomybyreducingenergy

usage,bettermanagingitswasteandintroducinginnovationstoreduceenvironmentalimpact.

Keywords:

green skills, value chain, surface coatings


80


Transitions in Care for the Disabled – Assistive Robotics, Tasks and Responsibilities

Nickelsen, Niels Christian Mossfeldt (AarhusUniversitySchoolofEducation)

Manyinterestingtechnologicalinnovationsandassistiveroboticswithregardtocareforthedisabledandelderlyhave

appearedinrecentyears.Therearedifferentlevelsofparticipationinsuchinnovationsbycitizensandprofessionals.

Initiatives like these have in common, among other things, that they involve important elements of self-care and are part

ofaninternationalmovementtowardempoweringcitizens.Theseinitiativesareoftenassociatedwithdemocraticvalues

thatincludetheactivationandservicequalityseenfromtheperspectiveofthecitizen.Whilesomeseethisastimely

service development and continuous care, others see it as an expression of individualisation, de-institutionalisation and

evendismantlingofthewelfarestate.Thisongoingtransformationofcareforthedisabledwillleadtonewformsof

citizenship,newformsofprofessionaltasksandchangingrelationshipsbetweencaregiversandthosetheycarefor.

Recently,assistiveroboticshavebecomeanewconsiderationinsocialworkandhealthcare.Thispaperdiscussesthe

relationbetweencareinnovationandnewmodesofprofessionalismintermsofempoweringthecitizen.Bywayofan

ethnographic study in housing institutions for the disabled in three boroughs in Denmark, based on observation, focus

groupsandphotoelicitation,Idiscussthewaysprofessionalsandcitizensengagewithassistiverobotics,howassistive

roboticsco-produceeverydaylifeinhousinginstitutions,andthesensibilityoftherobotics.Duringrecentyears,Feeding

AssistiveRobotics(FAR)haveenjoyedstrongpoliticalendorsementinDenmarkandareusedbycitizenswithloworno

functionintheirarmsandhands.Itis,however,Iargue,difficulttousetheminpractice.Thishastodowithmanygoals

andcriteriacrossingeachotherandthefactthat it isdifficulttorecruitsuitablecitizensandestablishastableFAR-

bodyassembly.Bywayoftwoexamples,asuccess,whereself-relianceistheresult,andafailure,leadingtoindignity,I

elucidatedifferentmodesofengagement,inrelationtotheresearchquestion:Howdoesprofessionalandcitizenship

innovationtakeplacealongsidetechnologicalcareinnovation?Usingmaterialsemiotics(Mol,Moser&Pols,2010;Law,

2007,2004;Law&Moser,1999)asananalyticresource,Idiscusswhatknowledgeofthesensibleworldisinscriptedinto

theFARandhowcitizensandprofessionalsengagewithitwhenitenterstheirworkplaceandhome(Akrich,2000).The

papertellsthestoryofhowtheinitialpolitical-managerialenthusiasmwithregardtoFARhasbeenmobilisedandthen

crumbledinfiveyears.

MuchpointstothepossibilitythattheFAR-technicalityi.e.onebuttonforturningtheplateandanotherformakingthe

spoongoupanddownisnotsufficientlyknowledgeabletointeractattentivelywithcitizenswithlowornofunctionin

theirarmsandhands.TheFARisobviouslydesignedtofitintotheeverydaylifeofdisabledcitizens,yetitunavoidably

alsocreates,ordersandmediateseverydaylife.Thefoodneedstobepreparedincertainways,theFARmakesanoise

duringuse, it isfixedtoa tableandtakesupspace. In this sense, theFARpre-scripts theusagescenariosand lacks

sensibilityandcapabilityofadjustmenttotheenvironment.

Bywayofanemicanalysis(Kok,Leistikow&Bal,inpress),Iuntangledifferentkindsofengagementwithcareinnovation.

Thisleadsmetothreepointswithregardtoworkplacelearning:1.Professionalsandcitizenshavetoenterintorelations

withtechnology,butwecannotknowinadvancehowtheydoit.Itisforinstanceverydifficulttopredictwhichcitizens

are able touse FAR.Muchdependson theworking alliance that is establishedbetweenprofessionals, citizens and

technology.Caregiversneedto improvise.2)Usingassistiveroboticsassignsnewandintensifiedresponsibilitiesand

invisibleworktothecaregiversduetoanumberofemerginguncertainties.3)Despitesomesuccessesandobviousgreat

potential,theeatingtechnologystillappearsinsufficientlysophisticatedtointeractadequatelywithalargenumberof

disabledcitizens.

Keywords:

feedingassistiverobotics,disability,indignity,invisiblework,intensifiedresponsibility,materialsemiotics


81


Transgressions and Transformations at Work: Towards a Social Media Practice among Swedish Municipality Communicators

Norström, Livia; Ulrika Lundh Snis; Iréne Bernhard; Per Assmo (UniversityWest,SchoolofBusiness,

EconomicsandIT)

Thispaperdiscusseshowcommunicatorsatthemunicipality,intheirwork,negotiatethetensionbetweenatraditional

roleofan‘informativeadministrator’anda‘promoting,engagingsocialmediaprofile’.Theworkislearnedbycarefully

transgressing municipality social media and IT policy and by transforming social media practice from private and

commercialuseofFacebook,towardsanewpracticefoundedindemocraticvalues.

Socialmediahasbecomean importantstrategyformunicipalitiestodiscloseamassiveamountof informationwith

relativelylowcostandtocreateengagementwithcitizens.However,fosteringparticipationandcitizenengagement

on socialmediaplatforms is still agreat challenge formunicipalityadministrationaswell as for research.Despitea

widespreaddiffusionofplatformssuchasFacebook inmunicipalities, interaction level is relatively lowcomparedto

privateorganisations.Weknowfrompreviousresearchthatcitizens’engagementwithmunicipalitiesonFacebookis

relatedtothemunicipalities’traditionofopennessandtransparencyandtheirlocaladministrationstyle.Municipalities

withatraditionoftransparencyaretoagreaterextentusingfeatures inFacebookthatenablecitizenengagement.

Hencetheorganisationalcontextwheretheengagementtakesplaceisacrucialfactor.However,whatisoftenforgotten

whentryingtounderstandhowengagementemergesonmunicipalitysocialmediaplatformsistheintentionsofthe

platformprovidersandtheemergingsociallogicoftheplatformsinuse.AdigitalplatformsuchasFacebookcannot

beregardedasoneoveralltechnologychoice,butasaplatformproviderthatpromotesservicesandtoolsalongwitha

considerableamountofconditionsandregulations.Associalplatformsarebeingadoptedandmatured,thehugeamount

of data concerning user behaviour and interaction patterns has changed from being side business to core business for

theplatformproviders.Thisisapplied,forinstance,inthepossibilitytoharvestandselldata.Overtime,thelogicofsuch

platformshasbecomemoreadvancedanditsabilitytoshapeandtransformthecommunicationpatternshasgrown

strongerandbecomecritical.So,whatimplicationsdosuchaplatformlogichaveonmunicipalityadministrations’use

ofFacebook?Acontentanalysisofonline interactiononfourmunicipalities’Facebookpagesduringaperiodoftwo

yearswasconducted.Approximately6000postsandcommentswerecategorisedbycontent,mediatypeandtone.

Engagementsuchaslikes,sharesandcommentswerethenmeasuredforthedifferentcategories.

Empiricalfindingsindicatethatmunicipalitycommunicatorshaveproblemsbothtoreachoutwithinformationandto

createengagementonFacebook.Itisimportantforthecommunicatorstobepoliticallyneutral,correctandspeakwith

thevoiceofthewholemunicipality(i.e.nottoopersonal).Thiswayofbeing,however,doesnotworksowellonFacebook.

Theyreporthavinggraduallyadjustedtheirwork(content,tone,mediatypeandtiming)towhatisspreadable,sharable

andcommentableaccordingtoaFacebooklogic.Thecommunicatorssaytheyfeelforcedtopostpicturesofblossom

treesandcheck-insfromthelunchrestaurantinordertogetlikesandshares.Theyknowthatiftheydon’tdothisthey

willlosecitizens’attentionandtheywillnotreachoutwithmoreimportantposts.Theyareawarethatpoststhatare

interestingtoseeandreadarenotsufficient;postsalsoneedtotriggerpeopletolike,shareandcomment.Thesocial

mediaworkneedstobedesignedinaccordancewithauniqueFacebookplatformlogic.

ThispaperaimstocontributetothebodyofknowledgeonITandlearningatworkwithaspecialfocusonnewcompetence

inthepublicsector.Italsoextendsanexistingframeworkofe-governmenttransparencyandcitizenengagementby

takingintoaccounttheroleofFacebookasaplatformwithhighlystructuredstrategiesforhowtofosteraspecialkind

ofsocialityandengagement.Thepracticalcontributionimpliesnewknowledgeforstaffandmanagementinthepublic

sectortodevelopcompetencetomanagetransparencyandengagementthroughsocialmedia.

Keywords:

socialmediaplatform,workplacelearning,transformationofworkpractice,e-government,citizens,communicators


82


Transforming Municipal Workers’ Knowledge-Sharing Practices to Improve Healthcare Waste Management: A Formative Intervention Case Study

Masilela, Priscilla Kgofelo; Lausanne Olvitt (RhodesUniversity)

This paper reports on research into a two-year expansive learning process initiated by an environmental health

practitionerworkinginasmallmetropolitanmunicipalityinSouthAfrica.Aseriesofinter-agencyworkshopsenabled

alearningprocessthatsoughttoimprovethemanagementofhealthcareriskwaste.Inordertoachievethisobjective,

awide rangeofpractitionersneeded to transform their knowledgeandknowledge-sharingpractices regarding the

management of healthcare risk waste in theMunicipality. Guided by Cultural-Historical Activity Theory (CHAT) and

expansivelearningtheory,thepractitioner-researcherfacilitatedaseriesofChangeLaboratoryworkshopswithselected

municipalemployeesandcommunityhealthworkersusingtheDevelopmentalWorkResearchmethodology.

Sincethe1990s,communityhome-basedcarefacilitiesinSouthAfricahavegrownexponentially,primarilyinresponseto

theHIV/AIDSpandemic.Thecommunityhealthworkersemployedbythesefacilitiesprovidebasichealthcareservicesin

thehomesofpeoplewhostruggletoaccessformalclinicsorhospitals.Theytypicallyprovidesupportinthemanagement

ofpain,treatmentof infectionsandthemanagementofchronicdiseases.Certainpracticesgeneratewhat isknown

as‘healthcareriskwaste’thatposesanenvironmentalandpublichealthriskduetoitspotentialtocontaminateland

andwater,spreadingdiseaseandinfection.Thisposesachallengeformunicipalities,inparticularenvironmentalhealth

practitioners,whoaremandatedtoensurecomplianceandtomonitorthemanagementofhealthcareriskwasteby

communityhome-basedcarefacilities.

The expansive learning process reported in this paper included practitioners from the metropolitan municipal

Environmental Health Services activity system and two community home-based care activity systems. The process

surfacedseveralsystemictensionsandcontradictionsthatwereaffectingnotonlywhatpractitionersknew about the

managementofhealthcareriskwasteincommunityhome-basedcarefacilities,butalsohowtheysharedthatknowledge

withothers.Thestudyfoundthatemployeesworking inmunicipalactivitysystemsknewvery littleabouttheforms

andfunctionsofcommunityhome-basedcarefacilitiesintheirmunicipality.Thiscompromisedtheirknowledge-sharing

practiceswhichwererestrictedandgenerallyunsystematic,andthisinturncontributedtounstandardised,sometimes

inappropriatehealthcarewastemanagementpracticesincommunityhome-basedcarefacilities.Knowledgewasshared

onlywhenand if itwasavailable,and itdidnotextendbeyond individualactivitysystems.Thisresulted inanarrow

knowledgefocus,specifictoonecontext.Thestudyfurtherfoundthattherewerenomechanismstoshareknowledge

effectivelyorexplicitlywithinandbetweenactivitysystems.Minuteswerepoorlydocumentedandwastemanagement

practicespoorlyreported,resultinginmanagementnotbeingabletoidentifywhatneededtobeaddressed.

Amidstthesechallenges,changelaboratoryworkshopsenabledboundarycrossingthatenabledalltheactivitysystems

involvedinhealthcareriskwastemanagementtosharetheircoreknowledgerelatingtotheir‘who’,‘how’,‘what’,‘why’

and‘when’practices,andtoidentifydifferencesbetweentheirpractices.Thestudyfoundthatimprovedknowledge

andknowledge-sharingpracticesareessentialforthedevelopmentofenvironmentalhealthpractitioners’appliedand

collectivecompetence–whichisurgentlyneededforeffectivehealthcareriskwastemanagementatthemunicipallevel

inSouthAfrica. InstitutionalisingboundarycrossingthroughChangeLaboratoryworkshopsprovidedamuch-needed

andimportantplatformtodiscussandinteractwithpractitionersinthesamefieldandalsoprovidedparticipantswith

representationaltoolstoanalysedisturbancesandtoconstructnewsolutions.

Keywords:

environmental health, healthcare waste management, knowledge-sharing practices, expansive learning, change

laboratory, boundary crossing


83

ID073Processes and Lessons from Researching Co-Engaged Learning of ‘Water For Food’ in and across Multiple Agricultural Learning Workplaces in the Amanzi for Food project in the Amathole District, Eastern Cape, South Africa

Pesanayi, Tichaona; Tshandapiwa Tshuma; Heila Lotz-Sisitka; Chamunorwa Matambo (Rhodes

University,ImvothoBubomiLearningNetwork)

HouseholdfoodsecurityinSouthAfricaremainsanationalchallengemainlyduetowaterscarcity,resultingintheneed

toexploreapproachesandprocessesthatcanmediate learningaboutsustainablewaterfor foodsuchas rainwater

harvestingandconservationtofarmersinhouseholdandsmallholderworkplaces,andinTVET-orientatedCollegesof

Agriculture(nowknownasAgriculturalTrainingInstitutes).Thispapersharestheresultsofathree-yearresearchproject

thattookplacefrom2014to2016involvingdiverseagriculturalactorsmainlyagriculturalcollegelecturers,smallholder

farmers,extensionofficersandlocaleconomicdevelopmentfacilitatorsorganisedinalearningnetworknamedImvotho

Bubomi[WaterisLife]LearningNetworkunderthebanneroftheAmanzi[Water]forFoodproject(www.amanziforfood.

co.za).Withinthelearningnetwork,aseriesofcultural-historicalactivitytheoryinformedexpansivelearningprocesses

wereengagedwithoverthethree-yearperiod:1)identificationofneedstatewithlocalactorsacrossarangeofactivity

systemswhoorganisedthemselvesintoalearningnetwork,2)courseactivatedknowledgeengagementaroundnew

knowledgeofrainwaterharvestingandconservationpracticesintoappliedchangeprojects,3)changelaboratorieswith

multi-actorsinfield,4)collaborativedemonstrationsitedevelopment,and5)expansionofknowledgeengagementvia

useofsocialmediaandradio.

Theprojectsetouttoaddresstwo-foldmattersofconcern,namelyaWaterResearchCommissiongoaltodisseminate

andsharevaluablerainwaterharvestingandconservationknowledgeintoagriculturallearningsystems,andsecondly,

concernsamongstfarmers,localeconomicdevelopmentofficialsandcollegelecturerstoaddresscontextuallylocated

waterforfoodchallengesfacedbysmallholderfarmers.Theresearchadoptedaformativeinterventionistdevelopmental

workresearchapproach (Engeström&Sannino,2010) tofacilitatetheexpansive learningofsustainableagricultural

waterasobjectofactivityinthelearningnetwork.

Information on the fivemediated learning processes within an expansive learning cycle over the three years was

capturedviainterviews,observationsanddocumentanalysisandhasbeenthesubjectofspecificstudies(Weaver,2014;

Lupele,2017;Pesanayi,2017;Lotz-Sisitkaetal.,2016).Overall,thedataindicatesthatagriculturalwaterproblemswere

connected,complexandcontextual.Smallholderfarmers’waterproblemswerecontextualinthesensethattheywere

experiencedinthegardenandfieldsandinfluencedbyclimaticandotheragro-ecologicalandsocio-economicfactors

specifictotheirlocations.Theywerealsohistoricallyshapedbylocalhistoriesofpoorqualityeducation,andexclusions

undertheapartheidstateandoftenironiccontinuitiesoftheseinthepost-apartheidstate.Mostoftheseproblems

werecharacterisedascontradictionsbetweenthe farmers’aspirations togrowtheirownfoodversus lackofwater

provisioning,watersecurityandwaterscarcityfromdroughtinrain-fedcontexts.Thiscontradictioninfarmers’work

wasaggravatedwhenthefarmers’activity interactedwithagriculturalcollege lecturers’activity in learningnetwork

change-laboratoryworkshops.Thecontradictionwasaggravatedbecauseoftheinternalcontradictioninthecollege

lecturer’sactivity:despitebeingmandatedtoservesmallholder farmerneeds,collegestrainextensionworkersand

farmersmostlyonlargerscaleirrigationprinciplesandtechnologywhileomittingtheteachingoflow-costrainwater

harvestingandconservationtechnologyandmoreaffordablealternativessuitedtosmallholderfarmers.

Thispapertracestheexpansivelearningthattookplaceinthelearningnetworkoverthethreeyears,givingattention

tothefiveprocessesoutlinedabove.Itreflectsonhoweachoftheseprocessesstimulatedongoingexpansivelearning

in smallholder farmingworkplaces,and in theagricultural training institutecurriculumcontext (a formofboundary

crossinglearning).


84

The paper concludes that the learning network approach to inter-sectoral organisation and co-engaged problem-

solvingovertime,conceptualisedwithinaCHAT-informedexpansive learningtrajectory,wasabletodealwithsome

important water challenges affecting both smallholder farmers and agricultural colleges in context. It resulted in

ongoingexpansivelearning,andknowledgeco-creationinsolvingagriculturalwaterproblemsforsmall-scalefarmers,

andseededcurriculuminnovation inagriculturalcolleges,especiallyviaactivationofnewknowledgeviathecourse,

andapplicationofthisviatheco-creationofproductiverainwaterharvestingdemonstrationplotswhichbecameakey

featureoftheprogramme.Thepaperalsoseekstocritically interrogatetheseprocesses,andtoraisequestionsfor

evaluative research, since the project forms part of a National Skills Development System III evaluation case study on

learningandpartnerships.

Keywords:

learningnetwork,demonstrationsites,agriculturallearningworkplaces,water-for-food


85

ID074 Navigating Transitions between Work and Further Study: The Inner Workings and Pedagogic Agency of RPL as Specialised Pedagogy

Ralphs, Alan; Linda Cooper (UniversityofCapeTown)

Muchresearchoneducation, labourmarketsandworkfocusesonthetransitionofyoungpeoplefromeducationto

work. Incontrast,thepracticeofRecognitionofPriorLearning(RPL)hascometoplayasmallbutsignificantrole in

navigatingthetransitionsbetweenworkandfurtherstudy,particularlyforthosewhoareunder-qualifiedeitherbecause

ofincreasinglevelsofspecialisation,greaterregulationofwork,and/orbecauseofpastdisadvantage.However,RPL

isfrequentlymisrepresentedasasetofassessment practicesforestablishingthecreditvalueofknowledgeandskills

acquiredoutsideoftheformalconventionsofacademicandvocationallearning.Participationinthesepracticesisalltoo

frequentlyreduced,asMichelson(2005)argues,toKolbianprocessesofreflection on experiencewhichclaimtoprovide

“unmediatedaccesstoreality”whilstneglecting“thecomplexcultural,discursive,andpsychologicalmatrixwithinwhich

experiencehappens”.

In this paperwe contest this over-simplification andprovide insight into threedifferent configurationsofRPL as a

specialisedformofpedagogyacrossfourdifferentsitesofpracticeinSouthAfrica:theWorkersCollegeinKZN,aprivate

FETprovider,andtwouniversitiesprovidingRPLforaccesstoundergraduateandpostgraduatestudy.Theresearchfor

thispaperwasconductedfrom2010to2014andincludedaspecificfocusonwhatwerefertoastheinner workings of

the RPL practices of these four sites, inclusive of a notion of pedagogic agency as manifest by facilitators and learners

inthesedifferentpractices.DrawingfromtheresearchandthebookpublishedinNovember2016,thepaperspeaks

tothetransgressions involved inaffordingepistemicauthoritytospecialisedformsofexperiential learning,thereby

contributingtoacriticalunderstandingofdifferentculturesofknowledgeandexpertiseinamoreinclusiveeducation

andtrainingsystem.

Keywords:

RecognitionofPriorLearning(RPL),transitions,experientiallearning,pedagogy


86

ID075 An Expanded Methodological View on Learning Pathways: A Laminated Systems Perspective

Ramsarup, Presha; Eureta Rosenberg; Heila Lotz-Sisitka(WitsUniversity,RhodesUniversity)

Within the context of sustainable development and the emerging green economy, this paper highlights the need to

developmoresophisticatedunderstandingsoflearningpathways,andthewayinwhichwork,educationandtraining

systemsinterfacetosupportthetransitionsneededforparticularformsofworkandlearningintospecialisedgreenjobs.

Despiteextensiveuseofthelearningpathwaysconceptinpolicy,bothlocallyandinternationally,itremainsametaphor

thatisimpreciseandoftenregardedastheoreticallyeclectic.Acentralmethodologicalconcernthatweuncoveredin

learningpathwaysresearchwasthedifficultiesofempiricallyresearchinglearningpathwaysinawaythatcrossedthe

micro-macrodivide,andthatcouldovercomethebifurcationoftheempiricalcareerstoryandthewidersystemstudy.

Thepaperuses twoconceptual schemas, toattempt toportrayenvironmental learningpathwaysascomplexsocial

phenomenon. The multi-level perspective of transitioning to sustainable development helped to illustrate the co-

evolutionary processes of systems during sustainability transitions. To reinforce this heuristic and strengthen the

ontologicalunder-labouring,thepaperusesthecriticalrealistnotionoflaminatedsystemsthatenabledpathwaystobe

studiedasanalyticallyseparatebutsystemicallywhole.

Through a focus on the environmental engineer, the paper illustrates the processes and outcomes of learning and

worktransitionsinanimportantoccupationincontemporaryprofessionalworkinSouthAfrica.Itusesin-depthcareer

storiesofnineenvironmentalengineersselectedonthebasisofdiversityofcontext;biographicalhistoryandlearning

pathwayprofiles.Theseweresubjectedtomulti-layeredanalysisalongsideasystemsanalysisofpathwaysprovisioning

forenvironmentalengineers.Thisenabledtheidentificationofvariouscausalmechanismsatdifferentlevelsandscales

ofreality(Nuneez,2014).Occupationaltransitionsare,asshowninthecaseoftheenvironmentalengineer,tobe‘non-

linear,variegated,complicated,anddeeplyinterwovenwiththenatureofworkandeconomy’(Sawchuk&Taylor,2010).

Thischallengesideasonlinearity,withimplicationsforqualificationsdesign,andforhowtostrengthenenvironmental

engineeringeducationandtraining(forascarceskilloccupation)withinanNQFsysteminvolvingthreesub-frameworks.

The paper raises the importance of understanding the enabling and constraining factors shaping transitions in learning

pathwaysresearchandprovidesimportantinsightsintohowpeoplegainaccessintospecialisedjobswithinestablished

professions.

Thepaperthusprovidesamoresubstantiveapproachforlearningpathwaysresearch,inwhichtheindividuallearners’

learningpathwayexperiencesandabsencesarenotneglectedorreifiedwithineitherafocusoncareerstories,orwider

(open) systemsbasedanalysisof learningpathways. It alsoprovidesadeeperunderstandingof the systemic issues

associatedwithlearningpathwaysconstruction,andoftransitioningprocessesthatoccuraspeople‘crossboundaries’in

learningpathwaysconstructionintospecialistenvironmentaljobs.

Finally,thepapersynthesisesamodelforlearningpathwaysresearch,whichoffersawayofsynthesisingeducationaland

occupationallearningpathwaysconceptualisedwithinalaminatedsystemframework.

Keywords:

learningpathways,laminatedsystems,environmentalengineer


87

ID076 Community-Engaged Learning and Employability Skills

Taylor, Alison (UniversityofBritishColumbia); Milosh Raykov (UniversityofMalta)

TheemployabilityskillsofgraduateshavebecomeapolicyfocusinrecentyearsinCanadaandtheUS(McKean,Coburn

&MacLaine, 2016; Supiano, 2013). Reports of significant levels of unemployment and underemployment amongst

universitygraduateshavesparkedconcernsabouteducation-jobsmismatch (Grant2012).Within thiscontext,work-

integratedlearning(WIL)programmeshavebeentoutedasawayofimprovingstudents’employmentprospectsand

labour market outcomes (Council of Ontario Universities, 2014). Such programmes include cooperative education,

practicum, internship, and service learning. However, the aims and forms of work-integrated programmes like

cooperativeeducation,practicum, and internships canbequitedifferent from thoseof community service-learning

(CSL).Forexample,CSLprogrammesarecommonlyorganisedinnon-for-profitorganisationsandfocusonenhancing

students’senseofcivicengagementandsocialresponsibility(Saltmarsh&Hartley,2011),whileotherwork-integrated

programmes are usually focused on developing professional skills (Johnston, 2007). Curricular CSL is embedded in

universitycourses(studentsparticipateinunpaidcommunityprojectsorplacementsforapproximately20hoursover

thesemester),whileprogrammeslikecooperativeeducationusuallyinvolveasemesterofpaidfull-timeworkforalocal,

usuallyprivatesectoremployerinterspersedwithfull-timeuniversitystudies.

Given thesedifferences,onemightexpect studentoutcomes fromprogrammes tobequitedifferent. Inparticular,

becauseoftheirbroaderfocus,wewonderifCSLexperiencesaremorelikelytopromoteasociallycriticalvocationalism,

involvingacriticalawarenessofthesocietalandsocialpolicy issues influencingtheprofessionalrole inwork-related

andcommunitycontexts(Peach,2010).Servicelearningoutcomesareusuallydescribedintermsofstudents’personal,

social,andlearningoutcomes;careerdevelopment;andastrongerrelationshipwiththeirinstitutions(Chambers,2009;

Eyleretal.,2001).ButmanyCSLstudentsarealsopreoccupiedwithemployability;responsestooursurveyofuniversity

graduateswhohadparticipatedinservice-learningstudentsfoundthat49%oflocalservice-learning(CSL)and20%of

internationalservice-learning(ISL)studentsweremotivatedtoparticipateinservicelearningtodevelopemployability

skills.

Thispaperdrawsonourmixed-methodsstudyofgraduatesfromaneasternCanadianuniversitywhoparticipatedinlocal

andinternationalservicelearningtoexplorehowitimpactedtheiruniversityexperiences,self-reportedemployability,

andsubsequent learningandworkpathways.Ourdata include313completedsurveyswiththesegraduatesand22

interviews.Ouranalysisofsurveydatasuggeststhatservice learning influenced39%ofstudents’furthereducation

plansand51%ofstudents’careerplans.Interviewdatasuggestfurtherthatwhileservicelearningwastransformative

fora smallnumberof students in termsof shaping their careerpathways, foragreaternumber, theexperienceof

participatinginservicelearninghelpedthemlearnhowtomoveoutoftheircomfortzone,tobecomereflectiveabout

theirlearningandrelationshipswithothers,andmoresociallyaware.Whilethesekindsofimpactmaynotbeincludedin

listsofemployabilityskills,theyarearguablycriticalincontemporaryworkplaces.

Keywords:

work-integratedlearning,employability,universitystudents


88


Relational Agency for Shared Understandings Towards an Integrated Education and Training System of Quality

Reddy, Julie; Heidi Bolton (SouthAfricanQualificationAuthority)

UnderapartheidSouthAfricansocietyincludingitswholesystemforeducation,training,developmentandwork,was

raciallysegregatedanduneven.Followingtheestablishmentofdemocracyin1994,thesystemwasintegrated.Some

17educationdepartmentsweremergedintoasingleschoolingsystem.Race-basedHigherEducationInstitutionswere

mergedwithinregionsinthecountry.AsinglesystemforqualificationsforTradesandOccupationswasdeveloped,that

isopentoall.TheSouthAfricanNationalQualificationsFramework(NQF)wasthemeansusedtointegratetheeducation

andtrainingsystem,tomakeitaccessibletoeveryone,andtoenableredress,qualificationsofquality,andtransparency.

TheapproachtostandardsettingandqualityassurancewasinitiallycentralisedundertheSouthAfricanQualifications

Authority(SAQA)Act;theNQFActlegislatesadifferentiatedapproach.Umalusi,theCouncilonHigherEducation(CHE),

andtheQualityCouncilforTradesandOccupations(QCTO)overseetheNQFSub-FrameworksforGeneralandFurther

EducationandTraining(GFETQSF),HigherEducation(HEQSF),andTradesandOccupations(OQSF).

ThethreeQualityCouncilseachdevelop,implementandmanageoneoftheNQFSub-Frameworks.SAQA’sroleisto

advance the objectives of the NQF, to oversee its implementation and further development, and to coordinate the

Sub-Frameworks. From thepromulgationof theNQFAct, SAQAhas sought to foster andenhance communication,

collaboration,andcoordinationnotonlybetweenthethreeQualityCouncils,butbetweenNQForganisationsinSouth

Africaingeneral.SAQA’scoordinatingrolethroughthedevelopmentandimplementationofinter alia the NQF Level

Descriptorsandpoliciesforregisteringqualificationsandpart-qualificationsontheNQF,recognisingprofessionalbodies

andregisteringprofessionaldesignations,forevaluatingforeignqualifications,verifyingnationalqualificationsandfor

recording and reportingmisrepresentedqualifications and for assessment,RecognitionofPrior Learning (RPL) and

CreditAccumulationandTransfer(CAT);andtheNationalLearners’RecordsDatabase(NLRD),hassoughttoenhance

theover-archingnationallydesiredcharacterofeducationandtraining.

TheNQFobjectivesof systemic integration,quality, accessand redress, learnermobility in the system,and lifelong

learningforpersonalandsocio-economicdevelopmentareaddressedcollaborativelybythemainNQFpartners.SAQA

playsaleadershiprole;guidelinesareprovidedbytheMinisterofHigherEducationandTraining.ThemainNQFpartners

areboundtocollaborateinlinewithNQF Implementation Framework and the System of Collaboration.

Relationship-building is central for the implementation and development of the NQF and under the NQF Act, SAQA

hassought todevelop ‘relationalagency’ (Edwards,2014) in thesystem.Four ideasarecentral to relationalagency

(ibid.).Thefirst idea is that relationalexpertise involvesadditionalknowledgeandskills,overandabovespecialised

coreexpertise.Second,relationalexpertiseinvolvesunderstandingandengagingwiththemotivesofothers.Itallows

theexpertise(resources)offeredbyotherstobesurfacedandused.Third,relationalexpertiseisusefulvertically(in

authorityhierarchies),but it isalsorelevantforhorizontalcollaborationacrosspracticesatsimilar levels inauthority

hierarchies.Lastly, relationalexpertiserespectshistory,but isfocussedonthecommonknowledgecreatedthrough

sharedunderstandingofthedifferentmotivesofthosecollaborating,andgoingforwardtogether.SAQAutilisesthese

principlesinthedevelopmentandimplementationoftheNQFpolicysuite.ThispaperusesEdwards’(2014)conceptof

relationalagencytoanalysetheextenttowhichrelationshipsarebeingbuiltandsustainedintheintegratedsystemfor

education,training,developmentandworkinSouthAfrica.

Keywords:

NQF, education and training system, relational agency, collaborative inter-institutional relationships


89

ID078Implementing Residential Learning Communities at a Liberal Arts College in Japan: A CHAT Analysis

Reid, James (AkitaInternationalUniversity)

This paper employs Cultural Historical Activity System Theory (CHAT) to qualitatively analyse the implementation of

residentiallearningcommunities,knownasThemedHouses,atanEnglishmediumofinstructionLiberalArtsCollegein

Japan.Thestudyexaminesthepracticeofimplementationfromthepointofviewofadministration,facultysupervisors

and the student residents. It identifies contradictions arising from the dynamic activity systems that mediate the

implementation of Themed Houses, examines how these contradictions have been or could be resolved, and then

developsgeneralisablefindingsthatcanbeusedbyothercollegesthatmaybeconsideringsimilarinitiatives.

ResearchbyLenningandEbbers(1999)documentsthebenefitsoflearningcommunitiesthatarelinkedbyacommon

theme.BrowerandDettinger(1998)contendthatlearningcommunitiesaredesignedtopromotegroupidentityandcreate

supportivelearningenvironmentsthatintegratesocialandacademicactivitiesandenhanceinterdisciplinaryconnections.

Residentiallearningcommunitiesareoftenimplementedonthebasisthatstudentswithsimilarinterestslivinginclose

proximityareenabledtohavemoreout-of-classinteractionsandsupplementary,experientialandreflectivelearning.It

is argued that active faculty members are able to mentor other faculty and students, and that student development can

bebothacademicandsociallymediated.Empiricalsupportforthepositiveeffectsonstudentparticipationinresidential

learningcommunitiesisprovidedbyFrazierandEighmy(2012)whoshowthatstudentshavereportedhighersatisfaction

levelswiththeir livingfacilitieswhenthethemethatunitestheir residence is relatedtotheirmajorandtheyreceive

intentionalfacultyinteraction.Otherresearch(St.Ongeetal.,2003;Tinto,1998)positivelycorrelatessuccessfulresidential

learningcommunitieswithstudentsatisfaction,translatingintohigherretentionrates(Levitzetal.,1999).Additionally,

retentionofmarginalisedstudentscanbeenhancedwhenresidentiallearningcommunitiesprovideaspaceforthese

groupstothriveoncampus,thoughthesehavebeencriticisedforimposingself-segregation(Lum,2008).

Cultural-HistoricalActivityTheory(CHAT)isapractice-basedresearchapproachusedtoanalyseprofessionalworkpractices

(Engeström,1987).Byincorporatingtherolesofmediatingartefacts(tools),culturalandhistoricalmotivesofcommunity

members, rules conventions and norms, the use and exchange value of actions and the psychological dimensions of

externalised and internalised operations, CHAT provides amulti-layered andmulti-voicedway of understanding how

communitiesworktowardanobjectiveandprovidesalensthroughwhichcommunitiescanreflectontheirpractice.In

CHAT,acontradictionisthetermgiventoaproblemorbreakdownthatoccurswhenamisfitoccurswithinthesystemas

awhole.CHATviewscontradictionsnotasproblemsthatneedmoneyorothertoolstobedealtwith,butasopportunities

forinnovationanddevelopment.BasedonananalysisofcontradictionsintheimplementationofThemedHouses,Iidentify

sevenfindingsthatcouldbegeneralisedtootherinstitutions:(1)Cultural Context–Anunderstandingoftheculture’s

need for residential learning communities is vital to improve retention, empowermarginalized groups, aid students’

social,spiritualandacademicgrowth,cultivatefuturecareersandpromoteinterculturalexchange;(2)Communication –

TherationaleforandbenefitsofresidentiallearningcommunitiesshouldbeclearlycommunicatedtotheCommunity of

Significant Others:students,faculty,staffandotherstakeholders.Withoutclearcommunication,satisfactionandmotivation

maydecline;(3)Tools–Appropriatemediatingartefactsareneeded.Ideally,athemedresidenceshouldbedesignedlike

a conventionalhouse toaid students’natural interaction; (4)Community identity – Residential learning communities

needtobeorganisedaroundcommonthemesofinterestforstudentsthatrequireregularinteractionandpractice;(5)

Motivation – an understanding of the Use Value and Exchange Valueofanactivityisrequired.Moneyandcreditsextrinsically

motivatefacultyandstudents;(6)Time constraints – Residential learning community activities must complement rather

thandetractfromacademiccommitmentsand/orclubactivities; (7)Rules – Rules, norms and conventions need to be

continuallyanalysedwithreferencetotheObject,andneedtoberespectedwhilesomemayneedtobereassessed.

Keywords:

residentiallearningcommunities,themedhouses,CulturalHistoricalActivityTheory


90

Researching Green Work – An Opportunity to Rethink How We Determine Skills Demand

Rosenberg, Eureta; Daryl Mclean (RhodesUniversity)

Inthepastdecadetherehavebeenincreasingeffortsto‘green’nationaleconomies,openingupanewfieldofresearch

ongreenwork(seeCEDEFOP,2012;ILO,2011).Agreeneconomyis“onethatresultsinimprovedhumanwell-being

andsocialequity,whilesignificantlyreducingenvironmentalrisksandecologicalscarcities. It is lowcarbon,resource

efficient,andsociallyinclusive”(UNEP,2011).Greenworkcouldinvolvenewspecialisationswithinexistingoccupations,

forexampleenvironmentalengineers(Ramsarup,2016).Mostoften,itwouldinvolvesensitisationinexistingoccupations

tonewenvironmentalrequirements.Sometimesitcouldinvolvecompletelynewoccupations.And,itcouldresultinjobs

losses(ILO,2011).

There is widespread agreement that human activity within the dominant cultural-economic systems has exceeded

planetaryboundariesthroughthebuild-upofpollutionandthelossofnaturalresources(Rockströmetal.,2009).Atthe

sametime,Earth’scitizensdonotequallysharethebenefitsfromthisactivity,sowhileweareovershootingplanetary

boundaries,wealsohaveshortfalls(Raworth,2017)resultinginpovertyandinjustice.Forlongtime,adominantsocio-

politicaldiscoursehasbeenthatAfricainparticularcouldnotaffordtoaddressenvironmentalissues,becauseitwould

negativelyaffectdevelopmentandjobs.Now,thenotionofagreeneconomybringsthepromisethat,bytakingbetter

careofnature,wecancreatenewdevelopmentopportunitiesandnewjobs(seeMaiaetal.,2011).However,howtodo

thisisnotnecessarilyclear.

SouthAfricahasstruckagreeneconomyaccordbetweengovernment,businessandcivilsociety(DED,2011)andthe

NationalDevelopmentPlan(RSA,2011)notesitasakeydirection.Almosteverysectorandregioninthecountryhasa

greeneconomypolicy.However,areviewofthesepolicies(Rosenbergetal.,2016)indicatesthattheytendtobevague

onspecificsandattimescontradicteachother.Death(2014)arguedthatthereisalackofconsensusinSouthAfrica’s

greeneconomydiscourse,andthatsomeoftheprevalentdiscourses,ifputintopractice,maycreatemoreinequalityand

injustice.Greaterclarityisthereforeneededonthecontoursofthetransformationrequiredtoaddressenvironmental

issueswhileachievinginclusivedevelopmentopportunitiesandinvestinginworkforall.Whatwedoknowisthatgreen

workrequiresnewskills.Tobothinformthedebateonthetransformationrequired,andadviseeducationalplannerson

thekindsofskillsrequired,skillsdemandstudiesareneeded.CEDEFOP,ILOandothers(e.g.CEI,2011)haveproposed

methodologiesforgreenskillsstudies.Thispapercontributesbyproposingacriticalanalysisofthenotionof‘demand’

andassociatedconcepts,andtheuseofamulti-layeredmethodologyfordeterminingdemand.Itdoessobyreviewing

anumberof‘greenskillsdemand’studiesrecentlyundertakeninSouthAfrica(someofwhichhavebeenpublishedon

www.greenskills.co.za)againstacriticalrealistframingthattakeseconomicandenvironmentalinjusticesintoaccount.

During2015-2017,severaldemandstudieswereundertakenintheGreenSkillsprogramme,amulti-universityproject

supportedbytheDepartmentofEnvironmentalAffairs’GreenFund.Thesestudiesusedcontextualdriverandvaluechain

analysestoidentifyleveragepointsinthesystem,wheretheintroductionof‘green’skillscouldunlockecological,social

andeconomicbenefits.Thestudiesencompassedmining,agriculture,thechemical industry,motor industry,natural

resourcemanagementinpublicworksprogrammes,energyefficiencyandrenewableenergy,sustainabletransport,and

greenprocurementingovernment.Theyexploredthecompetenciesneededtodothiswork,theassociatedoccupations

and insomecases, thesupplyoftheseskills.A learningassessmentfundedbyUNITARtookan in-depth lookatthe

competenciesofindividualsandteamsdrivinggreeneconomyinitiatives.Thispaperwillpresentthemethodological

insightsgainedinthereviewofthesestudies,inrelationtoneweconomicstheoryandthedepthontologyofcritical

realismasunder-labourerformulti-layeredmethodstodeterminedemandinsystems.Anexampleofinsightsareas

follows.

¡ ThestudiesonMining,PaintsandCatalyticconvertersshowedthatconventionalmarketbasedvaluechainsneed

tobeextendedto includeregulatory functions; this is supportedbyRaworth’s (2017)point that themarket

isonlypartoftheeconomy;therearealsohouseholdeconomies;stateeconomies;andtheeconomyofthe

commons.Ifthesearetakenintoaccount,latentdemandforgreenworkbecomesvisible.



91

¡ Othercommonconceptstointerrogatearecost-effectiveness(challengedintheprocurementstudy)andthe

primacyofindustrialscaleprocesses(challengedinagricultureforemergingandorganicfarmers)aswellasthe

re-introductionofethicsintofoodproductionpractices.

¡ Triangulationofdatasourcesisimportantbutfindingsneedtobeanalysesnotonlyintermsoftheirconvergence,

butalsotheirdivergence;herethecriticalrealistontologyisusefulforinterpretingcontradictionsinthedata.

Itishopedthatadiscussionoftheseandotheremerginginsightswillfurtherinforminsightsonshiftingmainstream

economicdiscourseandassociatedpracticesincludingskillsdemanddetermination,towardsgreatersocial-ecological

sustainability and economic justice

Keywords:

green economy, green skills, skills demand


92

Exploring Convergence and Differences in Theorising Learning in, for, and with Work

Olesen, Henning Salling (RoskildeUniversity); Helen Bound (IAL,Singapore); Yrjö Engeström (University

ofHelsinki); Peter Sawchuk (AkitaInternationalUniversity)

The symposiumwill include a presentation of and dialogue between a number of approaches to the theorising of

learningwhichbasetheirunderstandinginpeople’slifeexperienceinabroadsense.Muchmainstreamresearchinour

fieldisstillbasedineithertheideathatthelogicofworkprocessesandrequirementsseamlesslydefineandenable

learningprocesses,orreverselythatlearningisanindividualprocessofacquiringskillsandcompetenceswhichcanbe

didacticallyengineeredbyappropriateteachingand/ormanagement.Bothfailtograsptheholisticsubjectiveprocessof

workandlifeexperienceanditsstructuringoftheemotionalandcognitiveprocessoflearningasanaspectofmeaning

makingandworkidentification.Inordertoestablishamoretheoreticalunderstanding,itisnecessaryto“flipthelens”

(Bound)fromteachingtolearning,andlikewisetorealisethatworkisnotonlyatargetedtechnicalprocess,butalife

worldinitsownright.Peoplelearnwhilelivingforreasonsthatarenotdefinedbysetgoals.

Buttherearealsoanumberofapproacheswhichseektoestablishnewframeworks,notdefinedsimplybytheobjective

workprocessbutthesubjectivemeaningofit,andotherapproacheswhichstrivetounderstandtheindividualsubjectas

aresultofsocial,historicalandsituationalcircumstances.Arelativelybroadstreamofresearchdevelopmentshastaken

culturalpsychologyandactivitytheory(CHAT)asabroadframeworkemphasisingthehistoricalandculturalnatureof

workinandforwhichlearningmaytakeplace.Studyingworkinitsformasindependentandtransferredsocialpractices

–ordiscourses–thathavesetandalsoenabledthelearningofmastery,formanotherimportantorientation.Finallya

streamofresearchintothesubjectiveaspectsofreflectingindividualandcollectivelifeexperiences,formedbyclass,

gender and ethnicities for example, have studied the subjective aspects of particular careers, occupational orientations

andalsopoliticalengagements.Thesymposiumwillseektoilluminatesomeoftheseapproachesandfacilitateadialogue

betweendifferent traditionsof thought that seemtoconvergeoroverlap inmanyways, yetalsoexpressdifferent

perspectivesandpriorities.

Itisthepresumptionthatthisdialoguewillinvolve,amongothers,questionslike:

¡ Howdoeseachapproachrelatetowork–asworkprocess,asworkplace,asformofeconomicexchange,asa

formofsocio-economicstruggle,asculturalconstruction,andsoon?

¡ Howdoeseachapproachtheorisethesignificanceofworkinindividualsubjects?

¡ Howaretheconceptsofworkidentificationandorientationtreated?

¡ Howarehistoricalenvironmentsanddynamics–e.g.economic,sectoralortechnologicalchange–attendedtoin

eachapproach?

¡ Howaretherequirementsofworkonanindividuallevelaccountedforandwithwhichconcepts–e.g.knowledge,

skills,competences,attitudes,habitus,andsoon?

¡ Howareinter-culturaldiversitiesincultureandsocialisationandthechangesofglobalisationattendedtoineach

approach?

¡ Whichconceptsofcollectiveconsciousnessandcollectiveagencyareincluded?

¡ Whatistheroleoftraining,educationandinformalisedlearninginthedevelopmentofknowledges,skillsand

competences?

Thepresentersatthesymposiumwillcontributewithabackgroundpaperonsomeoftheseissues.Inthesymposium,

eachwillgiveanintroductiontotheirpaper(20minutes),andwewillstructurearealdialogicaldiscussionamongthem,

andbetweenthemandtheaudience.

Keywords:

learningtheory,work,culturalhistory,activity,lifehistory



93


Liminal Ecologies of Learning: Perspectives on Learning and Agency

Savin-Baden, Maggi (UniversityofWorcester)

Attheheartofecologicallearningaretheconceptsofliminality,transition,transformation,andfluency.However,in

orderforstudentstoprogressthroughanecologicallearningjourneyengagementwiththeliminaltunnel,itisnecessary

inordertoshiftthroughliminallearningzonesandmoveintoastateoflearningfluency.Liminalzonesarenottobe

seenasdead,wastedorterriblestuckplacesbutinsteadasplacesofgrowth.Thereisoftenasensethatliminalspacesor

tunnels,inwhichtheseliminalzonesexist,areabandonedlotsorgraveyards.Itwillbearguedherethatliminalecologies

oflearningcanbemappedinwaysthathelplearnersandteacherstoview‘theliminal’as(a)space(s)toexaminenotonly

humanlearningrelationshipsbutalsoasvaluablesuspendedstateswherethepastisheldintransitionandnewmoves

towardlearningfluencycanbemade.

Thispaperpresentsandcritiquestheshiftintotheliminaltunnel,throughliminalzones,thesubsequentecologiesof

transformationandthetransitionsintodifferentformsoflearningfluency.Itdrawsonarangeofstudiesandliterature

acrosshighereducation,includingworkondigitalfluency,learneridentity,disjunctionandrecentworkonvirtualhumans.

Keywords:

liminal ecologies, learning, transformation


94

Methodology Development for Researching Work and Learning: The Glow of Unwork? Issues of Portrayal of Qualitative Research

Savin-Baden, Maggi; Gemma Tombs (UniversityofWorcester)

Inthispaper,wesuggestthatportrayalofresearchisoftenundervaluedandseenas‘unwork’(Galloway,2012).Portrayal

isoftenseenasissuesthatarerelativelystraightforwardbyqualitativeresearchers,andinvariablyreferstoputtingthe

findingsofthestudytogetherwithexcerptsfromparticipantsandusually,butnotalways,someinterpretation.Ittends

tobeseenasthemeansbywhichtheresearcherhaschosentopositionpeopleandtheirperspectives,andisimbued

withasenseofnotonlypositioningbutalsoacontextualpaintingofapersoninaparticularway.Yetthereareanarrayof

issuesandchallengesaboutwhatportrayalcanormightmeanindigitalspaces.Inthispaperwearguethatresearching

education inadigital ageprovidesgreaterordifferentopportunities to representandportraydatadifferentlyand

suggestthatthesewaysareunderutilised.Forexample,formanyresearchers, legitimacycomesthroughtheuseof

participants’voicesintheformofquotations.However,wearguethatthisstancetowardsplausibilityandlegitimacyis

problematicandneedstobereconsideredintermsofunderstandingdifferencesintypesofportrayal,recognisinghow

researcherspositionthemselvesinrelationtoportrayal,andunderstandingdecision-makinginrelationtoportrayal.We

suggestthatthereneedtocreatenewperspectivesaboutportrayalandconcept,andideasareprovidedthatoffera

differentview.Threekeyrecommendationsaremade:

¡ Portrayal should be reconceptualised as four overlapping concepts: mustering, folding, cartography, and

portrayal.Adoptingsuchanapproachwillenableaudiences,researchersandotherstakeholderstocritiquethe

assumptionsthatresearchersontourbringtoportrayalandencouragereflexivity.

¡ Researchersontourshouldhighlightthetemporal,mutableandshiftingnatureofportrayedresearchfindings,

emphasisingtheneedforcontinuedandvariedresearchtoinformunderstanding.

¡ Thereisasignificantneedforgreaterinsightintotheinfluenceofportrayal,aswellasthedifferencebetween

representationandportrayal.Futurestudiesshouldprioritisethis,andensurethatportrayalisconsideredand

critiquedfromtheoutset.

Keywords:

portrayal,reflexivity,research,qualitativeresearch,representation



95


Dialectical Materialist Methodologies for Researching Work, Learning, Change: Implications for Class Consciousness

Sawchuk, Peter H. (UniversityofToronto)

InthispaperIproposetoreviewanddiscusstheapplicationofdialecticalmaterialistmethodologiesforresearchonwork

andlearningwithspecialattentiononthenotionofclassconsciousness.Whilethebulkofmyattentioninthispaperis

devotedtooutliningthesemethodologies,theirnatureandtheiruses,thematterasawholewillbeframedbyaconcern

forarobustappreciationofworkplacelearningthroughoutitsfullrangeofvariation,and,ultimately,theroleofclass

conflictandtheemergenceofclassconsciousnessinthecontextoftheworkplace.

Specifically,Iwillbeginbypresentingandexplainingtwopremises.Thefirstpremiserevolvesaroundthebroaderclaimthat

theconcreterealityofwork,learningandchangemaybeseentodependupon—ontologicallyandepistemologically—

theinter-penetratingconnectionsofpartsandwholesummarisedbythedialecticalmaterialistmethodologicalnotion

ofa“philosophyofinternalrelations”(e.g.Ollman,1993).Thesecondpremiseinvolvesthesignificanceofgrantingthe

existenceofthinking,feeling,knowing,choice-makingandactinghumansubjectswhocananddoplayarole–withinand

beyondthemselvesvis-à-visaphilosophyofinternalrelations–inchange.Takentogether,Iwillarguethesetwomain

premisessuggestareasonforconsideringthevalueofdialecticalmaterialistmethodologiesinoureffortstocarryout

researchonthephenomenaofwork,learningandchange.

The bulk of the paper, however, is devoted to exploringwhat Bertell Ollman (1998) referred to as the dialectical

“HumptyDumptyproblem”(Ollman,1998):i.e.“Noonewilldeny,ofcourse,thateverythinginsocietyisrelatedinsome

wayandthatthewholeofthisischanging,againinsomewayandatsomepace.Yet,mostpeopletrytomakesense

ofwhat isgoingonbyviewingonepartof societyata time, isolatingandseparating it fromthe rest,andtreating

itasstatic.[…]Asaresult,lookingfortheseconnectionsandtheirhistorybecomesmuchmoredifficultythanithas

tobe.”(pp.339-340).InresponsetothisIwilllayoutthemeaningandusefulnessofvariousspecificmethodological

proceduresandconsiderations.Iwillarguetheseproceduresandconsiderationseachcontributetoexaminingcomplex

empirical realitiesthatconstitutework, learningandchangephenomena.Specifically, thisportionofthepaperswill

applyaphilosophyofinternalrelationsinadiscussionofthefollowing:(a)keyprocedures(involvingtherecognition

of“extension”,“levelofgenerality”,“standpoint”and“contradiction”)(Ollman,1993);(b)discussionofa“systematic-

categorial” approach to researchand conceptdevelopment; and, (c) the important caveats/considerationsprovided

byAdorno’sargumenton“negativedialectics”(1973).Illustration(s)fromtheauthor’sownpreviouslypublishedwork,

involvingpublicsectorworkersinCanada,willbediscussedinordertohelpdemonstratetheuseofsuchmethodological

proceduresandconsiderations,withattentiontopracticalconcernsofmethodsaswellasanalysis.

Theclosingsectionof thepapercommentsonhowvariousconceptsandtheoriesofhuman learningmayrelateto

dialecticalmaterialistmethodologieswithanemphasisontheexampleofwhathasbeentermedtheVygotskianProject

andCulturalHistoricalActivityTheory(Stetsenko,2009).Iwilladdressexamplesfromtheresearchliteraturethathave

soughttomakeanexplicitlinkbetweendialecticalmaterialistmethodologiesontheonehand,andlearning,workand

changeontheother(e.g.Langemeyer&Roth,2006;Engeström,1987;Roth,2007;Sawchuk,2003,2013;Stetsenko,

2016),whilesummarisingthechallengesandprospectsforunderstandingclassconsciousnessasavitaldimensionof

suchresearch.

Keywords:

dialectic,methodology,learning,CHAT,classconsciousness


96


Transformation of the Professional Class Structure? Negotiating Power, Skill Use and Political Attitudes in Emergent “Knowledge Economies”

Livingstone, D.W.; Peter H. Sawchuk (UniversityofToronto); Tracey Adams (UniversityofWesternOntario)

Theeconomicclassstructureofadvancedcapitalisteconomieshasbeenshifting inrecentdecadeswiththedecline

of traditional working classes and growth of professional andmanagerial positions. Prior research on professional

occupationshasconflatedfourdistinctclasspositions:professionalemployers;self-employedprofessionals;professional

managers;andprofessionalemployees(seeLivingstone,2014).Thispaperfocusesonacomparativeanalysisofthesefour

professionalclassesandparticularlyonchangeandcontinuityintheirdifferentialnegotiatingpowerbasedonownership

andcontrolofrelationsofproduction,thedifferentialutilisationandrecognitionoftheirskillsandknowledge,andtheir

viewsontherightsofemployersandemployeesaswellaspreferredfutureorganisationofwork.Comparisonswillbe

madebetweenprofessionalclassesgenerally,aswellasamongengineersandnursesastwoofthemostprominent

professionaloccupations.Datasources includefivenationalsurveysof theentire labour force inCanadaconducted

during1982,1998,2004,2010and2016,aswellassub-samplesofengineersandnursesfromthe2004nationalsurvey

andsurveysandin-depthinterviewswithengineersandnursesinOntario,thelargestprovince,conductedin2016-17.

Aworkingassumptionisthatprofessionalemployeesareplayinganincreasinglypivotalroleinthelabourprocessof

advanced capitalism economies as their specialised knowledge is used to design, perform, review and adaptmore

information-based production activities. The “capture” of this specialised knowledge is seen as especially vital to

continuingproductivityandprofitabilitybyprivatecapital.Conversely, itcanbearguedthatprofessionalemployees

areamongthemosthighlyorganisedgroupsofhiredskilledlabourers,withsubstantialpotentialtoleadprogressive

labourmovementsearlyinthe21stcentury.Wecanpositthatprofessionalemployeeswithgreaternegotiatingpower

(as indicatedby their associationandunionmembership aswell asdelegatedworkplaceauthority)mayexperience

greaterskillrecognitionandreward,aswellasastrongersenseofemployeerightsandpreferenceforself-management.

Theserelationsamongprofessionalemployeeswillbeassessedforthoseinprivate,publicandnon-profitsectorsofthe

economy.Comparisonswillalsobemadewiththeserelationsamongprofessionalowners,self-employedprofessionals

andprofessionalmanagers.

In addition to these comparative trend analyses based on the data from the 1982-2016 national surveys for professional

owners, self-employed professionals, professional managers and professional employees, closer analyses of these

relations in thecurrentperiodwillbeconductedbasedon the large-scale surveysofengineers (N=585)andnurses

(N=1120).Inadditiontosurveysthatreplicatethesameinformationasthenationalsurveys,thesesurveysprobedother

issuesspecifictoengineersandnursesrespectivelyandwerefollowedbyin-depthinterviewsthataddressedrelevant

questionsinmoredetail.Selectedcomparisonswillalsobemadewithsimilardataonengineersandnursesfromthe

2004nationalsurvey.

Finally, comparisons between the national samples of these four professional classes and the 2016-17 samples of

engineersandnurseswillbemadetoassesssimilaritiesanddifferencesinrelationsbetweennegotiatingpower,skill

recognitionandpoliticalattitudesbetweenprofessionalclassesacrossthesegeneralandspecificoccupationalgroupings.

Thefindingssuggesttheneedtodistinguishbetweenthesefourprofessionalclassesinfutureresearchonprofessions.

Implicationsofthesefindingsforthetransformationofrelationsbetweenworkdemandsandtrainingrequirementsfor

professionaloccupations,forimprovingjobdesignanduseofspecialisedknowledge,andforthefutureofthelabour

movementaresuggested.

Keywords:

professionalclasses,workplacepower,professionaltraining,skilluse,politicalattitudes,knowledgeeconomies


97


Taking Care Seriously: Transforming Practices by Design

Islind, Anna Sigridur; Ulrika Lundh Snis; Thomas Lindroth; Per Assmo (UniversityWest.Schoolof

Business,EconomicsandIT,Sweden)

Theresearchonthedesignanduseofinformationsystemswithinhealthcaresettingshasoftenfocusedonelectronic

patientrecordsandtop-downimplementationoflarge-scaleinformationsystems.Whatthispaperexploresistwocases

ofbottom-updesignprocesseswithin small-scaledigitalisationprocesseswithinhealthcarewhere thedesignvision

hasbeentopreservethevaluesthatareessentialforcaringpractices.Thepapertakespointofdeparturefromthe

organizationofworkandlearningfromasocio-technicalperspective.

Learningtakesplaceeverywherefromwhenwearebornuntilwedie.Workisbeingfundamentallytransformeddue

totechnologydevelopmentsandnewdigitalservicesathand,notmerelybyautomatisationofexistingtasks,replacing

routinejobsandmakingworkmoreeffective,butalsobyleadingtocompletelynewtasksandcreatingnewonesas

well.Thus,thelearningconditionsandchallengesattheworkplacecallforredefininganddesigningcompetencesand

strategies for socio-technical environments that make the individuals, practitioners and professionals more prepared for

theiradoptionofandengagementinnewtechnologicaladvancements,i.e.learninginadigitalisedcontext.Learning

encompassesformal,informalandincidentallearningattheworkplaceincontext,takingintoaccountorganisational,

socialandtechnologicalaspectswhichinfluencehow,whenandwhythelearningtakesplace.

Adultlearningtakesthepointofdeparturefromanincreasinglydigitalisedworkplace.Itnolongermakessensetouse

thedivisionbetweenschooling,asaplaceforlearning,andtherestoflife,asaplaceforapplyingwhathasbeenlearned

(Fischer,2000).Theblurringofboundariesbetweenworklifeandprivatelife,betweenpublicandsocietymeansthat

weneedtostudysomethingasamovingtarget,i.e.changes.Studyingongoingchangesofdigitalinfrastructuresatthe

boundarieswillcontributetotheunderstandingofhowindustryandbusinessescanfacilitatefortheirprofessionsand

workforcetokeepupthepacewiththeadvancementsofdigitalinfrastructuresandalsototheunderstandingofthe

blurredboundariesbetweenprivatelifeandworkinglife.

Boundaries come from having different backgrounds and diverse ways of communication (Wenger, 2000). Within

communitiesofpractice,boundarybridgingisdescribedasaboundaryrelation,whichconsistsoftwointertwinedparts:

boundaryobjects(artifacts,willbeelaboratedonbelow)andbrokering(activitiesandsituations)(Wenger,1998;Wenger,

McDermott,&Snyder,2002).Understandingboundariesanddifferencesbetweengroupsiscrucialwhenconsidering

“sociallearningsystems”,accordingtoWenger(2000).

Theempiricaldataisbasedonatwo-caseanalysis,wheretwoactionresearchprojectsarethegroundsfortheempirical

data.Inbothcases,thefocushasbeenondesigningdigitalartifactsincaresettingsandbothempiricalcasesweretwo

years long,witharangeofactionresearch interventionswhichwillbefurtherdiscussed inthepaper.Theempirical

dataconsistsofobservations, interviews, focusgroupsandworkshops.Thepaperdiscussesvaluesanddesigningat

theboundariesalongsideworkplacelearningissuesasabasisforconceptualisingdeeperknowledgeofhowadigital

artifactcanfacilitatethesechanges.Thepaper focusesonthecaregiversandhowbeingapartofadesignprocess

canalsobeaworkplacelearningprocess.Thelearningaspectsareanalysedfromaboundarylearningperspective.The

formationofboundarypracticeswherethecaregiversandthepatientsmeet, isalsoexploredanddiscussedfroma

learningperspective.Theresearchquestionthatthispaperexploresis:How can the digitalisation of caring situations and

learning in design be understood from a boundary perspective?

Keywords:

design,workplacelearning,learningattheboundaries,boundarypractice,informationsystems


98

Transition at Work: Introducing Video-mediated Consultation to Cancer Rehabilitation

Islind, Anna Sigridur; Thomas Lindroth; Johan Lundin; Gunnar Steineck; Ulrika Lundh Snis; Per Assmo (UniversityWest.SchoolofBusiness,EconomicsandIT,Sweden)

Theresearchonvirtualisationofworkandeducationisinitsinfancy.Eventhoughvideo-technologyhasbeeninplace

inmanyclassroomsettingsaswellasinmanybusinessareas,virtualisationoftheworkplacehasnotbeenexploredto

thefullextent.Forteachers,virtualisationisconcernedwithmuchmorethanhowdigitaltechnologycanbeusedfor

learninginclassroomsorbeusedtosupportandchangeadministrativeandcommunicationtasks;itisalsoconcerned

withtheessenceofeducation;thatofwhatkindofknowledge,competenciesandskills,studentsneedtobeprepared

for livingandacting inadigitalised society. Similarly, fornurses ina caringwork context virtualisation is concerned

withtheessenceofcaring–whatkindofknowledgepatientsneedtohandleforlivingandactingfortheirqualityof

life.Thereby,learningatworkisdifferentfromlearninginschoolasatwork,learningisrarelytheprimarytaskbutis

concurrentwithordinaryworktasks.However,inthiscase,apartofthenurses’workistoeducatethepatientssothat

thepatientsbecomemoreskilledandempoweredinself-care,whichmeansthatinthisparticularcase,learningatwork

isanarticulatedandintegratedpartoftheclinicalpractice.Further,thelearnersareadultswhoalreadyhavedeveloped

professionalskillsandidentitiesincludinghabitualwaysofworkinginspecificcontextswithinspecificcommunities.

In this paper we explore the question of whether virtualisation may have impact on the co-creation of caring conversation

and what learning aspects can be derived from using such virtual clinic.Thepaperisbasedonastudyofvideoconsultations

when caring for patients that have radiotherapy induced damage to their pelvic area after cancer treatment. The

empiricaldataconsistsofobservationsofthevideoconsultationsandinterviewswiththepatientsandthenurses.The

empiricaldataisalsobasedonobservationsofface-to-faceconsultationsattheclinic,attheSwedishhospitalwhere

thisstudyhasbeenconducted.Thepatientshaveproblemswithurgency;forinstancenotbeingabletocontroltheir

bowelmovementorurinationor,dealingwithconstantpain,thisparticulargroupofpatientshadproblemsgettingout

ofthehousetovisittheclinicalpractice.Thenursesandpatientshavebeenusingavideo-consultationtoolasameans

toconducttheircaringconversations.Patientsareabletostayintheprivacyoftheirownhomes,duetothevirtualclinic.

Thenurseswerequitenervousaboutthispartoftheproject;theyhadlowexpectationsonthisworkingandactually

thoughtthatthepatientswouldfeeltheneedtotidyuptheirhomesorputonmake-up.Whatwehaveseenfromthis

ongoingstudyisthatthepatientsdonotdothis;instead,theyinvitethenurseintotheirkitchenswiththeirdirtydishes

andruntothetoiletduringanongoingvideoconsultationwhichtheydonotdoattheclinicwhentheyhaveregular

consultations.Patientsalsopointtowardsthepainareasmeaningthattheyusethefullpotentialofthetechnology.

However,physicalcontactisnotpossibleandsomepatientsmissedbeingabletohugthenurseduringaconsultation.

Onepatientthathadbeenapartoftheclinicalpracticeforyearsopeneduptremendously,statingafterwardsthatshe

wassocomfortablethat“somethingjusthappened”andshetoldthenurseeverything.Thiswasinformationthatshe

hadbeenwithholdingforyearsandthatwasmostdefinitelythedeeplyburiedsourceofproblemsthatwasaffectingher

progress.Thisimpliesthat,thoughthestudyisongoingandtheresultsarepreliminary,thevirtual-nessandthenotion

ofstayinghome,hasmostdefinitelyhadinfluence.

Thelearningaspectsforboththenursesandthepatientsareexploredandtheso-called“goldenstandard”thatisknown

fromthemedicalliterature,wheretheface-to-faceconsultationisthekeyelementincareisdiscussedasapartofour

findingswhereweseetheneedforanew,digitalised“goldenstandard”.Thisstandardisneededinamoredigitalised

societywhere,insomecases,suchasthisone,patientsappeartobemorecomfortableinthevirtualclinicthanintheface-

to-faceconsultations.Whatthispapertherebyexploresisthelearningaspectsofconductingsuchvirtualconsultationas

analternativewayofthegoldenstandardandaimstoexplorehowavirtualcliniccanbeunderstood.

Keywords:

cancerrehabilitation,virtualclinic,workplacelearning,informationsystems



99

ID087Work Integrated Learning for Educators: The Case of the Fundisa for Change Teacher Education Programme

Songqwaru, Zintle (RhodesUniversity)

TheSouthAfricanpolicyontheminimumrequirementsforteachereducationqualificationsspecifiesrequirementsfor

thedevelopmentoflearningprogrammes.Oneofthekeyunderpinningprinciplesthathasbeenidentifiediscompetent

learning.Competentlearningisframedasa‘mixtureofthetheoreticalandthepractical;thepureandtheapplied;the

extrinsicandtheextrinsic;andthepotentialandtheactual’ (DHET,2015:10).Thepolicyalsoprovidesguidelineson

practicalandwork-integratedlearning(WIL).Thepolicydescribesfivetypesoflearningandknowledgethatshouldbe

selectedandmixedbasedonthepurposeofthelearningprogramme.

In2011, theCouncil forHigherEducation,which is theQualityCouncil forHigherEducation, responsible forquality

assurance and promotion produced aWork-Integrated LearningGuide forHigher Education Institutions. The guide

wasintendedtopromptprogrammeandcurriculumdeveloperstoconsidertheeducationalpurposeandroleofwork-

integratedlearninginteachingandlearning(CHE,2011).

Fundisa for Change is a South African national teacher education programme that aims to enhance transformative

environmentallearningthroughteachereducation.Theprogrammeispredominantlyofferedtoin-serviceeducators.

The programme has been established as a collaborative partnership initiative aimed at combining sector (state,

parastatals,NGOs)effortstostrengthensystemicimpact.Thecoreobjectiveoftheprogrammeistostrengthenthe

teachingandlearningofenvironmentalandsustainabilitycontentknowledgeandconceptsinschools.

ThefocusofthispaperistoexaminetheFundisaforChangeprogramme’spracticeinwork-integratedlearninginrelation

to(i)conceptualframeworkforWIL,(ii)curriculumdesignanddevelopmentforWIL,(iii)teachingandlearningforWIL,

(iv)assessmentfor/ofWIL,(v)partnershipsforWIL,and(vi)themanagementofWILintheprogramme.

Keywords:

professionaldevelopment,transformativelearning,environmentallearning,work-integratedlearning


100

Mobilising Freirean Pedagogical Practices in South Africa and Canada during Facilitator Training

Steer, Ashleigh (UniversityofCapeTown)

Popular education: “it’s aboutmaking the invisible, visible” or “denaturalizing thenatural” so that both learner and

teachercanbeempoweredinanexchangeofknowledge.Thispapersetsouttodiscussfindingsfromacomparative

studyoffourPopularEducatorsusingFreireanpedagogicalpractices inCanadaandSouthAfricaanddiscusseshow

differentcountry’ssocial,culturalandhistoricalcontextsaffecttheirpedagogies.

Thisstudyexploreshowcriticalpedagogyaddressesthemobilisationoftheoryanditsapplicationintopractice.Itadds

totheliteratureonhowpedagogiesarecontextualisedandthefactorsthatinfluencethiscontextualisation.Arationale

forthisstudywasthatincreasinglythroughglobalisation,communitiesarecontinuingtochange,expandandflourish;

becauseofthis,ithasbecomeincreasinglyevidentthatthefieldofeducationwouldgreatlybenefitfromtheaddition

ofknowledgeregardinghowdifferentsocial,historicalandculturalcontextsinfluenceandaffectpedagogicalpractices.

TheresearchtookplaceinbothCapeTown,SouthAfricaandToronto,Canadaandutilisedthreeformsofqualitativedata

collectiontools:interviews,observationsanddocumentanalysis.Theresearcherobservedtwodaysofworkshopsfor

eachorganisationinordertoobservetheinteractionsamongparticipantsaswellasbetweenfacilitatorandparticipants,

andtoexaminethepedagogicalpracticesofthefacilitators.Throughthefourdaysofobservation,detailedfieldnotes

weregenerated.Theresearcheralsoconductedinterviewswithtwofacilitatorsfromeachprogrammetogainabetter

understandingofthepersonalexperiencesandresultingpersonalperspectives,aswellasthetheoreticalperspectives

thathaveinfluencedtheirpedagogicalpractices.

Interviews were also conducted with two participants from each organisation. The sample of the population was

determined based on pre-selected criteria that would allow for the representation of the diversity amongst the

participants from each organisation. Document analysis was conducted using annual reports and organisation

informationpamphletsfromeachorganisationtoacquireamoreholisticunderstandingofsomeoftheothercontextual

factorsthatcouldaffectthefacilitators’pedagogicalpractices.

Asaresultofconductingthesedifferentformsofqualitativedatacollection,theresearcherfoundthatthedifferent

forms,suchasobservationsandinterviews,oftenresultedincontradictionswithinthedataandthususedresultsfrom

thedocumentanalysistoexplainsomeofthepotentialcontributingfactorstothesecontradictions.

Preliminaryfindingssuggestthatit isnotonlythecountry’ssocial,culturalandhistoricalcontextsthatinfluencethe

facilitator’spedagogicalpracticesbutalsotheirindividualexperiencesthroughouttheirlifetimes,suchasexperiences

involvingracialandgenderdiscrimination.Anotherfactoraffectingthefacilitator’semploymentofFreire’spedagogical

modelwithintheirpedagogicalpracticesistheindividualorganisation’scontexts,includingfactorssuchasstakeholders,

organisationalfundingandpre-determinedprogrammeoutcomes.

Thesepreliminaryfindings indicatethatfurtherresearch intowhatandhowcontextual factors influenceandaffect

pedagogical practices, is imperative in order for a more holistic understanding of how to construct and mobilise

contextuallyappropriatepedagogies.

Keywords:

context,pedagogy,Freire,conscientisation,powerdynamics,indigenousknowledge



101


Exploring a Conceptual Framework for Understanding Workplace Knowledge: The Case of RPL (APEL)

Tennison, Colette (UniversityofCapeTown)

Historically,RecognitionofPriorLearningglobally “wasproposedasanassessment-ledpractice forestablishing the

validity of equivalence claims without risking the integrity of academic standards or the public confidence in the

institutionsofferingsuchqualifications”(Cooper&Ralphs,2016:2).RPL,orPriorLearningAssessment(PLA)intheUSA

andAssessmentofPriorExperientialLearning(APEL)intheUK,elicitsvariousconnotationsdependingonthecountry

and ideological focus.AsHarrispointedout,RPL is ‘bothaphilosophyandamethod’ (Harris&Andersson,2006:8).

Internationally,RPLfitswithinthecontextofboththediscourseoflifelonglearningandtheprovisionoflabourmarket

opportunities(Cooper&Ralphs,2016).AlthoughthisistruefortheSouthAfricancontextaswell,withinSouthAfrica

thereisafurther,morespecific,focusandcontextforRPL.ThisisevidentinboththeSAQAandQCTOpoliciesthat

governtheimplementationofRPLintheSouthAfricanoccupationalsector(SAQA,2013;QCTO,2016),aswellasthe

WhitePaperforPost-SchoolEducationandTraining(DHET,2013).

InSouthAfrica,theaimofRPLisnotmerelytopromotelabourmobilityorlifelonglearning;ratheritisseenasatool

fortransformationandredress(DHET,2013).ThisfocusisstillisseenassocriticalintheSouthAfricancontextthatthe

DepartmentofHigherEducationandTraining (DHET) inSouthAfricahas implementedanewnationalCoordination

ofRecognitionofPriorLearning(RPL)Policy(March2016)toensurethatRPLremainsattheforefrontofthenational

agendaforthePostSchoolEducationSystem.Itintendstobe“astrategicpolicywhichplacesRPLfirmlyonthenational

education and training agenda, and holds SAQA and the QCs accountable to perform their roles in relation to RPL as

statedintheNQFAct”(DHET,2016).TheuseofRPLasatoolforequityandtransformationlinkstothedefinitionof

RPLinthe2013SAQARPLPolicyas“aprocessthroughwhichnon-formallearningandinformallearningaremeasured,

mediatedforrecognitionacrossdifferentcontextsandcertifiedagainsttherequirementsforcredit,access,inclusionor

advancementintheformaleducationandtrainingsystem,orworkplace”(SAQA,2013:5).Thisprovidesfortheuseof

RPLasatooltoalignthepriorlearningandworkplaceknowledgeofcandidatestoarelevantoccupationalqualification.

Thispapersetsouttoexplorethefirststagesoftheapplicationofaconceptualframeworktoidentifydifferentkindsof

knowledgeanditscomponentsintheworkplace.ItisbasedonresearchintoaRecognitionofPriorLearning(RPL)pilot

project,whichisaimedatdrawingouttheknowledgeofmachineoperatorswhooperateahigh-speedpackagingline

inCapeTown,SouthAfrica.Thepilotprojectisfocusedonaligningandaccreditingthatknowledgetoanappropriate

occupationalqualificationinordertoassisttheoperatorsinachievingthequalificationbasedontheirpriorworkplace

knowledge.

ThepaperwillfirstcontextualiseanddiscussthesignificanceofRPLintheSouthAfricancontext,andthenaddressthe

questionofhowknowledgewithintheworkplacehasbeen identifiedduringthe implementationoftheconceptual

framework.Questionsaroundwhat,andwho,definesknowledgeinthiscontext,requirecriticalevaluation.Whilethe

officialoccupationalqualificationsprovidea specified framework for thekindsof knowledge required fordifferent

occupations,itisnotalwayspossibletolinkthiscodifiedknowledgetothemoretacit‘priorknowledge’ofcandidates

in the RPL process. The discussion in this paper draws on thework of both Gamble (2016) andWinch (2012) and

explorestheimplementationofaconceptualframeworktodetermineitscapabilitytoidentifythedifferenttypesof

knowledgethatwereencountered,andtooperationalisetheseconceptualcategoriesastheyrelatetotheempirical

datagatheredduringtheRPLpilotproject.Workingfromthecontextoftheworkplace,the implementationofthis

conceptualframeworkattemptstoextrapolate,usingtheconceptualcategories,fromtheworkplaceknowledgeback

totheoccupationalqualification,insteadofdrawingonthequalificationtodeterminetheworkplaceknowledge.

Keywords:

vocationalknowledge,RPL,APEL,occupations,workplaceknowledge


102


Datafication of Professional Practices: A Posthuman Exploration of New Accountabilities and Fluencies

Thompson, Terrie Lynn (UniversityofStirling)

Thegrowingdataficationofprofessionalworkisevidentinresponsibilities,activities,anddecision-makingincreasingly

distributedacrosscrowdsourceddata,predictiveanalyticsandmachinelearning;thetracesofonlineactivitiespopulating

globaldatabases;botsthatautomateonlinetasks;andnewregimesofaccountabilityandsurveillanceimplicitinmany

digitalinteractions.Mostdays,mostworkerswillgenerate,interactwith,andinterpretsomekindofdigitally-rendered

data:someknowableandaccessiblebyworkersandmuchthatchurnsquietlyinthebackground.

Gray (2016) describes the processes of datafication as “ways of seeing and engagingwith theworld bymeans of

digitaldata”(para3).Asworkprocessesandprofessionalworkandlearningpracticesareincreasinglyoutsourcedto

digitalactorsitseemsthedigital–andparticularlydigitaldata–evokesmorecomplexwaystoengagewiththeworld.

Datafication,digitalisation,andautomationarepartofthenewdiscourse inworkand learningpracticesnowtaking

onanewintensity.Transformationsandtransgressionsabound.Thispaperexaminesonethreadofthisdebate:how

professionalpracticesandaccountabilitiesarebeingreconfiguredasnewassemblagesofdigitaldatastirupamyriadof

tensions.Alongsidethisarequestionsofhowdatafieldworkandwork-learningcanbebetterresearched.

Someoftheenthusiasmdrivingthescaleofdigitisationandcomputerisedanalysesseentodayisthewayissuescanbe

madesimpleranddifferentthingsmadevisible.Butthisvisibilitybringsnewpredicaments.Sylvester(2013)suggests

thatdataficationturnsprocesses,previouslyinvisible,intodatathatcanthenbe“tracked,monitored,andoptimized”

(para6).Marsden(2015)warnsthattheoutsourcingofthemanagementofdatatoalgorithmshascreatedasignificant

shiftinresponsibilityandcontrol.Yetamidstthesetroublingdevelopments,EdwardsandFenwick(2016)pointtothe

presenceofapowerfuldiscoursethatencouragesprofessionalstoviewdigitaltechnologiesasa“naturalandnaturalised

partoftheirwork”(p.215).

Toexaminechangesindigitally-mediatedprofessionalpractices–specifically,datafication–Ireportonthefindingsofa

researchprojectofa16-weekonlinepostgraduatecourse(43students)thatexaminedhowtheuseoflearninganalytics,

alongsidesocialnetworkanalysisandvisualisationsoftware,informedandinfluencedbothresearchandonlineteaching

practices(seealsoWilsonetal., inpress).Thegrowingswathsoftraceandarchivaldataonlinehaveopenedupnew

waystoscrape,analyze,andvisualisedata;datathatoftentheninformsprofessionaldecisions.Idrawonposthumanist

heuristics(Adams&Thompson,2016)toreframenotionsofdataandtheensuingcollateraleffectsofdatafication.

Issuingfundamentalchallengestohowweenvisionhumansandtheirrelationalsurroundings,posthumanismasksusto

attendtotheeverydaythingsofourworld.Posthumanismisnotaboutlettinggoofourhumanityandmachinestaking

over(Adams&Thompson,2016).Rather, itseekstocorrecthumanistassumptionsthat“weareautonomousbeings

whoareunambiguouslyseparatedfromour…earthlysurround”(p.2).Posthumanismtakesanemphaticturntowards

nonhumans.Called intoquestion isthegivennessofthedifferentialcategoriesof“human”and“nonhuman”(Barad,

2003:808).

Attuningtothematerialforcesandrelationsofdigitaldatainthisstudyaffordsinsightsintohowworkers’waysofworking

andknowingareincreasingdistributedacrossanarrayofdigitalthings.Giventhatour“intimateandoftenubiquitous

relationships”withdigitalthingsmustbereckonedwith(Adams&Thompson,2016:2),thereisaneedtounderstand

andcriticallyquestionchangesto,andimplicationsofthesechanges,acrossarangeofprofessionalpractices.Looking

morecloselyathowsuchworkisperformedhelpstoquestionwho-whatisdoingthiswork.Intheswirlofdatafication

practices,who-whatisbeingdatafied?Attheveryleast,thoseresearchingandworkingindigitalspacesarelookingata

re-distributionoflabourbetweenhumanactorsandtheirdigitalcounterparts.

However,Gray(2016)drawsattentiontoasymmetriesofresourcesandcapacitiestoparticipateindigitaldata-related

processes. Such asymmetries highlight the need to consider a range of new digital fluencies required not only to


103

manage day-to-daywork but also to inviteworkers to critically question the implications of increasing datafication

onthemandtheirworkamidst largerglobaldevelopments.Gray(2016)highlightsthe importanceoftheorisingthe

politicalinterventionsneededto“reshapeprocessesofdatafication”andoffer“newvocabulariesof‘dataspeak’and

newrepertoiresof ‘datawork’toensurethatdifferentpublicshavetherequiredliteraciesandcapacities”(para16).

I concludebyconsidering thefindingsof this study in lightof capabilities requiredbyprofessionalsas theyengage

innewformsof “data speak”and “datawork” to reckonwith,and interrupt,de-up/skillingofprofessionalwork.To

reconceptualisehumanbeingsinrelationtotheother-than-humanworldalsomeansre-thinkingresearchpractices.This

papercreatesopeningstoexplorenewwayswegoaboutresearchingthesekindsofquestions.

Keywords:

posthumanism,datafication,digitalresearchmethods,digitalwork,digitalliteracies,learninganalytics


104

The Workplace in Transition: Exploring Emerging Challenges and Demands for New Competence

Hult, Helena Vallo (UniversityWest,NUHospitalGroup); Katrina Byström (DepartmentofArchivistics,

LibraryandInformationScience,OsloandAkershusUniversityCollegeofAppliedSciences,Norway)

Digitalisationof societyand theworkplace is transforming thewaysweworkand learn.Notmerelybyautomating

existingtasks,replacingroutinejobsandmakingworkmoreeffective,butalsocreatingnewtasksaswellredefining

competence,challengingandreshapingtheprofessions.Therehasbeenrenewedattentionontheinterplaybetween

thesocialandthetechnologicalincontextofdigitalisationandrecenttrendstowardself-serviceandITconsumerisation,

i.e.blendingconsumerandenterprisetechnologiesatwork.Roomisgiventoemployeesandcustomersratherthan

ITdepartmentsasleadersinthedigitaltransformation,andresearchtopicshaveevolvedfromcomputer-aidedwork

towardsreflectionsofthetechnologicaldevelopmentanddigitalisationingeneral.Whilethereisnocommondefinition

ofthedigitalworkplace,onedefinitionthatemphasisesthesocial,insteadofthetechnologicalchangeisthatdigital

workplacesoccurwhenpeoplecollectivelyperformtheirworkindigital,ratherthanphysicalworkspaces,wherethe

transitiontowards“peoplelessofficesandofficelesspeople”bringsnewopportunitiesandchallenges.

Inthispaper,wearguethatthere isasevereneedforabroaderconceptualisationofthedigitalworkplace,beyond

focusingonspecificITapplicationsortools.Thepapershedslightonemergingchallengesrelatedtothedigitalisationof

workplaces,aimingforanunderstandingofthechangingprerequisitesforworkpracticesandcompetence.Theresearch

questionis:What kinds of changes are emerging and how do they challenge the (digital) workplace?

Thispaper reportsonpreliminaryfindings fromanR&Dproject inSwedishhealthcareanda follow-up focusgroup

interviewonthedigitalworkplace.Theresearchapproachisqualitativeandaction-researchoriented,withanaimto

gainknowledgethroughcollaborationandinterventioninrealsettings.Preliminaryissuesonemergingchangesand

challengesrelatedtothedigitalworkplacearelistedbelow.

¡ Flexibility,performanceandworkplacelearning

¡ Transformationofworkpractices

¡ Security and integrity issues

¡ Leadership and issues of responsibility

This paper has addressed challenges related to emergingdigitalworkplaces. Clearly, as digitalisation increases, the

conditionsforworkandworkplacelearningchanges.Digitaltoolsarealreadyanintegratedpartofeverydaywork.Along

withthisintegration,workpracticeshavechangedandnewworkplacenorms,attitudesandcultureshaveemerged.The

flexibilityandsimplicitythatcomeswithconstantaccesstoinformationandsupportforcollaborationandknowledge

alsodemandleadership,teamworkandnewcompetences.

Thebroadimplicationsofdigitalisationillustratedinthispaperpointtothetendencytofocusontechnology(e.g.how

touseaparticularsystem)asoutdated.Theneedforasocio-technicalperspectivethatalsointroducesnewwaysof

workinganddevelopmentofworkpracticesisnowunavoidable.Wearguethatinthedevelopmentofdigitalworkplaces,

asolefocusoninformationsystems,alongwithtrainingandeducationfromthesystems’perspectiveisinsufficient.An

understandingofworkanditsgoalsratherthansystemsoughttobecentral.Thus,morefocusisrequiredongenerating

ajointpurposeandthebiggerpicture,wherethesystemsareone part of development, not thedevelopment.

Keywords:

digitalisation,digitalworkplaces,workplacelearning,informationsystems,change



105

ID092The ‘Jobless Generation’: The Role of Internships in Addressing Unemployment among Graduates

Vass, Jocelyn (DepartmentofTrade&Industry&WitsREALCentre)

Youthunemploymentisaglobalconcernandthenotionofthe‘joblessgeneration’ isnowmorepervasivegiventhe

negativeconsequences for youth, following the2009global recession.For thefirst time in recenthistory, youth in

selectedEuropeancountriesnowhaveunemploymentratesof20%andhigher,matchingthoseofcountrieswithawell-

documentedyouthunemploymentcrisis,suchasSouthAfrica.

Thetransitionfromeducationtoworktakesplacewithinthecontextoflowemploymentgrowth,newtypesofjobs

givendigitalisationandautomationandoftenaskillsmismatch.Evenuniversitygraduatesno longerhaveasmooth

transitionintotheworldofworkorfindingtheirfirstjob.Mostemployersrequirerelevantworkexperienceforentry-

level jobs.However, youngpeoplearecaught inaviciouscycle,as theyare facedwitha labourmarketwith lowor

non-existent employment growth, and thus limited opportunities for relevant work experience; equally, without

relevantworkexperiencetheyhavereducedchancesofsuccessfullysecuringanentry-leveljob.Inthiscontext,active

labourmarket(ALM)programmes,includinginternshipsforgraduatesmaybeamechanismtobridgethegapbetween

educationandwork.

This paper reflects on the evaluation of Itukise, an internship programme for unemployed graduates, run by the

DepartmentofTradeandIndustryin2015-2016.ItukiseisaSothoword,andmeans“prepareyourself”,inthiscase,forthe

labourmarket.Theinternshipprogrammeprovidedoneyearofworkexperienceto1455internsinselectedcompanies,

withstipendspaidbygovernment.Thekeyissuesforevaluationincluded:firstly,thecapabilitiesofcompaniestohost

interns;secondly,theimpactoftheinternshipontheinterns’perceptionsoftheirwork-readinessandwork-relatedskills;

thirdly,theimpactonthechancesofinternstofindemployment.

Firstly, company size did not matter, as two-thirds of participating companies (66.3%) employed between 5 -50

employees,thusrelativelysmallcompanies.Thus,companysizemaynotbeareliablepredictoroftheabilitytohost

interns,averypositivefindinggiventheprevalenceofsmallercompaniesintheeconomy.

Mostcompanieshadlittleexperienceinconductinginternships,as69%hadneverparticipatedinagraduaterecruitment

programme.Also,onlyathirdofcompanieshadanin-housetrainingcentre(36%).Bothfindingspointtothepoorstate

ofreadiness(trainingcapabilityandexperienceofrunninginternships)ofcompaniestohostgraduateinterns.Further,

49.2%ofassignedmentorshadexperienceinmentoring,while50.8%hadnosuchexperience.Thelackofmentorship

capabilityisamajorfactorincompanyreadiness,asitdeterminesmuchofthesuccessofanyinternshipprogramme.At

least30%ofmentorsfeltthattheyneededa‘manualandinformation’onhowtoimplementtheinternship.Ofthose

whohadmentoredpreviously,47%haddonesofor1-5years,andanother25%for6-10years.Thus,experienceof

mentoringisveryuneven.

Arelatedfindingindicatedthat41.4%ofinternshadaperformanceagreementwiththeirmentor.Theabsenceofan

agreedoutlineoftasksandfunctionsmayhinderthequalityoftheinternship,andmayreflecttherelativeinexperience

ofmentors.About50.9%ofinternsreceivedon-the-jobtraining,withtheremainderreceivingformaltraining,whether

insideoroutsidethecompany.Therelativeprevalenceofformaltrainingmaypointtowardsdeficienciesinthestandard

andqualityoftrainingpossessedbytheinterns.Overall,thecultureofinternshipsamongcompaniesisnotwidespread,

but,asshowninthenextsection,thismaynotbeahindrancetosuccessfuloutcomes.

Thesecondareaofevaluationrelatedtotheperceptionofinternsregardingtheimpactofworkplacelearningontheir

skills and expertise, before and after the Itukise.Mostinternsreportedthattheyimprovedtheirskillsincomputerand

technical literacy,criticalthinking,positiveattitudeandadaptabilityfrom60%tocloseto100%pre-andpost-Itukise.

Further,skillsininterpersonalrelations,timemanagementanddecision-makingimprovedfrombelow50%tomorethan

85%pre-andpost-Itukise.Thesewereperception-basedresponses,buttheytranslateinmajorboostsinconfidenceas

84.7%feltmoreemployable.


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Asignificantproportionofinterns(68.4%)foundemploymentimmediatelyaftertheinternship.Mentorsalsohadavery

positiveattitudetowardspost-internshipemployment,as60.7%indicatedthattheywouldrecommendemployment.

Morethan70%ofhostemployers indicatedthattheyhadofferedemploymentto interns.Ofthese,52.5%offered

employmenttoatleastoneinternand21%toatleasttwointerns.Theoverallemploymenteffectwasverypositive,

bothintermsofthosewhotookupemploymentandoffersofemployment.

Interestingly,one-fifth(20%)ofinternsseekingemploymenthadqualificationsinengineering,and14.1%ininformation

technology(IT).Thissuggeststhatqualificationtypeisnottheonlysuccessindicatorinfindingemploymentorwork

experience.Overall,thestudysuggeststhatthereareverycomplexdynamicsatplayinthetransitionfromeducationto

workandthepotentialofinternshipsasanintermediarymechanism.

Keywords:

graduateunemployment,internships,transitiontowork,youthunemployment


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A Skills Intervention Analysis

Wall, Kevin; Adrienne Vienings (UniversityofPretoria,WaterConcepts)

TheDepartmentofWaterAffairs(DWA)ofSouthAfricaappointedtheWaterResearchCommission(WRC)tomanage

thedevelopmentofthemethodologyofa“skillsinterventionmap”,basedonasectorskillsgapanalysis,forthepublic

infrastructuresector.Itsapplicationthusfarhas,aswastheintention,beeninthewaterandsanitationsector.

ThemotivationforthisinitiativelayinaperceptionbyDWAthat:

¡ Therewasnostandardised/uniformapproachandmethodologyofconductingskillsauditsinthesector;

¡ HRdepartmentsinwatersectororganisationsrecognisedtheneedforskillsauditinterventionsonlytoalimited

extent(anddidnotgenerallyconductskillsaudits);

¡ TheSouthAfricanwaterandsanitationsectorlackedacoordinationpointforsectorskillsdevelopment(audit,

planning,funding,implementation,monitoringandevaluation);and

¡ Thereexistedlimitedalignmentbetweenaudits,ontheonehand,and,ontheotherhand,currentplansforthe

waterandsanitationsectorskillsdevelopment.

Thelong-termplanofDWAandWRCisto:

¡ Attractandretainskilledstaffinthepublicwatersectorinstitutions;

¡ Monitorandproactivelyrespondtoemergingmarketforcesandsectorskillsneeds(sectorintelligence);

¡ Addressexistingtechnicalskillsgaps;

¡ Improveplanninganddesignofwatersectorskillsatalllevels(schooltopost-school);

¡ Alignsectorskillsdevelopmentstrategywithsectorstrategy(i.e. theNationalWaterResourceStrategy)and

countrystrategy(i.e.theNationalDevelopmentPlan)bymeansofauditseveryfiveyears;and

¡ Documentlessonsandsharebestpractice.

Theinitialapplicationinvestigatedthreedozenwatersectorinstitutionsofdifferentfunctionaltypes–alsoofdifferent

sizesanddifferentlevelsofcompetence–torepresenttheentirepublicwaterservicessectorinSouthAfrica.Foreach

of these institutions, it then determined the suitable organograms, the number of posts per job title, and the percentage

ofthesepoststhatwerefilledandvacant.Itthen,usingasampleoffiverepresentativepublicservicewaterinstitutions,

determined the gaps between the skills required for technical posts as per job titles and the inherent skills of the

incumbentsintheposts.Threeinnovativeaspectsofthemethodologyhavebeen:

¡ The development of aWater Sector Competency Framework (this is a structured table of over 2 500 skills

requiredinthesector).

¡ Amethod,basedontechnicalcriteriaofthenatureofworkandtheextentoftheresponsibility(e.g.thequantum

ofinfrastructure,anditsnatureandtypeandcomplexity),todeterminethenumberofstaffperjobtitlerequired

in four types of organisations, namely, Catchment Management Agencies, Water User Associations, Water

BoardsandWaterServicesAuthorities.

¡ An online qualitative skills audit questionnaire for individuals to rate themselves against the skills in the

CompetencyFramework.

¡ Other features have includedguidelineson skills shortfalls of particular individuals – that is, on the specific

differencesbetweentheircurrentskillsandtheskillsrequiredforthepoststowhichtheyhavebeenappointed.

Itwasnotedthatthemethodshouldneverbeimplementedwithoutconcurrentlyassessingandaddressingtheabilities

ofHRstafftowritejobprofiles,doHRplanning,manageskillsaudits(andanalyseresults),andmatchtrainingtostaff

needs.

Keywords:

competencyframework,skillsgap,skillsself-assessment,skillsinterventionmap,waterinfrastructure


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The ‘New Skills for New Jobs’ Skills Development Initiative for Infrastructure Delivery

Wall, Kevin (UniversityofPretoria)

In 2012 the South African government adopted a National Infrastructure Plan to transform the nation’s economic

landscapewhilesimultaneouslystrengtheningthedeliveryofbasicservicesandcreatingsignificantnumbersofnewjobs.

ThisPlansetsoutthechallengesandenablerstowhichSouthAfricaneedstorespondindevelopinginfrastructurewhich

fosterseconomicgrowthandpovertyalleviation.Itwasimmediatelyrecognisedthatskillsshortfallsandmismatches

wouldinhibitimplementationofthePlan.However,itwasalsorecognisedthatitsimplementationwouldprovidemany

opportunities for improving skills. The (national government)DepartmentofHigher Education andTraining (DHET)

accordinglydevelopedan“InfrastructureSkillsPlanFramework”,thepurposeofwhichistoensurethattheskillswill

be in place to meet infrastructure requirements and also that the infrastructure projects will themselves provide

workplacelearningopportunitiestosupportindividuals’lifelonglearningandpathways.Implementationofthisrequires

considerableforesight,asinforexampleidentifyingtheskillsneedswayinadvance,andensuringinteralia:recruitment

ofsuitabletrainees;theprovisionoftrainingfacilitiesandtrainingstaff;theadequacyoftrainingandmentorshipsupport

(includingworkplaceskillstransfer);qualificationsframeworksandmechanisms(includingRecognitionofPriorLearning

(RPL));andtheaccreditationofqualifications.

TheEuropeanUnion(EU)DelegationtoSouthAfrica,veryawareoftheinitiativesdescribedabove,drewtheattention

ofDHETtoaplanningmethodologydevelopedinEuropewithinthecontextofaten-yearstrategyforadvancementof

theeconomyoftheEU,butwhichcouldbeharnessedtosupportlifelonglearninginaSouthAfricancontext.Knownas

the“NewSkillsforNewJobs”methodology(abbreviatedNSNJ),itspurposeisto:

¡ Promote better anticipation of future infrastructure skills needs

¡ Developbettermatchingbetweeneducation,skills,labourmarketandindustry

¡ Bridgethegapbetweentheworldsofeducationandwork.

In 2013 the EU agreed to fund a limited three-year SA version of NSNJ, with a focus on understanding European

experiencewhichcouldbeofvaluetoSAskillsplanning,fortwoselectedsectors,inthefaceofsignificantchangesin

technologyandworkorganisation.ThethreeSApartnersintheprojecthavebeenDHET,theCouncilforScientificand

IndustrialResearch(theCSIR)andthePassengerRailAuthorityofSouthAfrica(PRASA).

¡ TheDHETbecameapartnerbecauseitisresponsibleforPost-SchoolEducationandTrainingacrossSA.

¡ TheCSIR became a partner because of its role in developing and/or testing new technologies andbuilding

methods, in infrastructureassetmanagement, and in improved infrastructure sustainability (including topics

suchasenergyefficiency).

¡ PRASAhascommencedamassive(10billionUS$)20-yearmodernisationprogrammeoftractionandsignaling

systems,requiringextensivetraining(andretraining)ofexistingstaffandofstafftoberecruited.Thusitbecame

apartnerbecause it foresawhowtheNSNJ initiativecouldcomplement themajoreffortwhich it isalready

makingtoensurethatithastherightskillsonboardtoboth:£ optimallyoperate–andmaintain–itsnewinfrastructureasthisisprogressivelycommissionedoverthe

next20years;whilesimultaneously£ operatingandmaintainingthatofitsexistinginfrastructure,someofitofsignificantlydifferenttechnology

tothatbeingacquired,whichisexpectedtoremaininserviceformanyyearstocome.

Theproject,whichwascompletedmid-2016,hasparticularlysoughtEuropeanexperience/ information/ research/

benchmarkingforSouthAfricanusewhichis:

¡ effectivelyimplemented,withclearbenefitssustainedintothelong-term;

¡ relevanttotheskillsplanningneedsofDHET,especiallywithregardto implementingeducationand lifelong

learningforsustainabledevelopment;and

¡ relevanttotheinfrastructureneedsofDHET,CSIRandPRASA.



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Inrespectofthelastofthese:themainareaofconcernisthelifelonglearningpathwayofcurrentandto-be-recruited

employeesofallthreeinstitutions(DHET,CSIRandPRASA)manyofwhomarealreadybeingcalledupon,orwillbecalled

upon,tooperateandmaintain:

¡ theexistinginfrastructurewhichwillremaininserviceforyearstocome,

¡ theexistinginfrastructurewhichisbeingupgradedtousenewtechnologies,and

¡ thenew infrastructurewithnewtechnologieswhichwillbecommissionedprogressivelyoverthenext20or

moreyears.

Finally:whereasDHEThasbroadresponsibilitiesforPost-SchoolEducationandTrainingacrossthenation, theNSNJ

initiativehassuggestedprinciples,andspecificapproaches,whichtheDHETisconsideringforapplicationbeyondthe

infrastructuresector.

TosumupthewayforwardfortheNSNJproject:

¡ in the built environment infrastructure sector generally, CSIR and DHET (and in the rail sector, PRASA and

Transnet)haveresponsibilityforimplementing,andtakingmuchfurther,thelessonsoftheproject;

¡ DHEThasthebroadresponsibility,acrossallsectors,forapplyingthelessonsoftheproject.

These initiatives have considerable potential to support the lifelong learningof individuals.However it can also be

arguedthattheyareessentialforthesocio-economicdevelopmentofthecountry.

Keywords:

identificationofskillsneeds,workplacelearningopportunities,railinfrastructure,infrastructuresustainability


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A Social Exchange Model: Implementing Education and Lifelong Learning for Sustainable Development

Wall, Kevin; Oliver Ive (UniversityofPretoria,Amanz’abantuServices)

Employmentisvitaltothesocial,economicandpoliticaldevelopmentofSouthAfrica(SA); it isakeymechanismfor

addressingwidespreadpoverty.HowevermillionsofSouthAfricansareunemployed–SA’seconomicparticipationrate

isfarbelowtheaverageforemergingeconomies.Buttheeducationandtrainingsystemisproducingyoungpeoplewho

finditdifficulttogetjobs.Giventhatsomanypeopleinthecountryhavelowskilllevels,SAneedsmorejobsofatype

whichpeoplecando–andwhichwillenabletheirlifelonglearningwhileworking.Furthermore,jobshavethepotential

togenerateasenseofaccomplishment,dignityandparticipationincitizenship.Manyofthesoftskillsneededtoimprove

aperson’semployability–suchaspunctuality,self-discipline,theabilitytoworkinateam,andtheabilitytobeproactive

–aredevelopedonthejob.Theworkplaceisapreferredsitefortheacquisitionofthesesoftskills–aswellasforthe

acquisition,orimprovement,oftaskskills.

Engineering infrastructure (reservoirs, pipes, treatmentworks, bridges, roads, rail, harbours, electricity distribution,

etc.)supportsqualityoflifeandtheeconomyifitdeliversaccessibleandreliableservices.Clearly,inordertoachieve

itspurpose, infrastructuremustbeoperatedandmaintained correctly, year after year.However there isno lackof

evidenceofwidespreadpoormaintenanceofinfrastructureinSA.Itsfailureisinsomeareasnegatingtheimpactofthe

developmentundertakentodate,withseriousconsequencesforhumandevelopment,povertyalleviationandeconomic

growth.Thus:

¡ Muchmoremaintenanceneedstobedonethaniscarriedoutatpresent.

¡ Muchmaintenancecanonlybedone,orcanbestbedone,bylabour-intensivemethods,and/orbypeoplewho

onlyneedentry-levelskills.

¡ Maintenanceworkprovidesopportunitiestolearnatwork.

¡ Itmakesgoodsensethereforetofindwaystocreate,andmanage,infrastructuremaintenancejobs.

Addressingmaintenance backlogswould generate extensive opportunities for job creation and skills development.

However,while there isconsiderable jobcreationpotential inmaintenance, (theCouncil forScientificand Industrial

Research(CSIR)estimateshalfamillionjobs),substantialeffortmustgointomanagingtheprocess,andtocontrolling

quality–bynomeanseasytodo.Wayshavetobefoundtomakethiswork.

Thispaperdescribesaninnovativemodelforskillsexchangeandjobcreation,whichutilisesconceptsformulatedby

theCSIR,anddevelopedbytheCSIRincollaborationwiththeWaterResearchCommission(WRC).Themodelinvolves

creatingpartnerships for skillsdevelopmentand jobcreationon thebasisofexchangeprinciples relating toquality

controlandmutualincentives.

Proven in two extensive pilots in the Eastern Cape province of SA (one pilot at schools and one for households –

bothofwhicharedescribedinthepaper),andsincerollingoutonafinanciallyself-sustainingbasis,thisinitiativehas

simultaneouslybroughtaboutboth:

¡ Maintenanceofselectedinfrastructure,andreturningittoservice,and

¡ Microbusinessdevelopmentandnurturing,jobcreation,andskillsdevelopmentof(mostly)ruralpeoplewhohad

neverbeforereceivedtrainingwhichenablesthemtodowage-earningjobs.

In brief, the concept, as it is being implemented, provides appropriate training, a qualitymanagement system and

procedures,andthebackupofthedevelopmentpartner.Itisimportanttonotealsothatthesocialexchangepartnerships

forservicesoperationandmaintenanceconceptaddressestherequirementsofmanyofSA’snationalgoals,particularly:

¡ development of skills in the workplace;

¡ job creationatthelowesteconomiclevelswhereunemploymentishighestandworkplaceskillsverylimited;



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¡ microbusiness creation and nurturing; and

¡ infrastructure and service delivery,throughinfrastructuremaintenanceactivitiesthatincreasethequalityand

reliabilityofservices.

Inparticular,thesocialexchangemodelhasalready:

¡ helpedtoaddressthestateofschools’waterandsanitationfacilities,aneglected infrastructuralelementof

theeducationsystemwhichhastoooftendeprived learners,especiallygirl learners,ofregularaccesstothe

classroom(thisisdescribedinthepaper);and

¡ providedpeopleoutside theeducation/trainingandwork systemwithopportunities toobtain skills suitable

foremploymentandopportunitiesforlifelonglearning–and,iftheyhavesufficiententerpriseanddrive,the

furtheropportunitytobecomemicro-entrepreneursintheirownright.

Thispioneeringworkhasbeenundertaken,andownershiptaken,bytheCSIRandWRC(bothgovernmentagencies),

withamid-sizeprivatesectorpartnerand localemergentmicro-enterprises–all theseentitiesaccountablethrough

creatinglearningenvironmentsandskillsdevelopmentinthecommunities.

Finally,itshouldbenotedthatsocialexchangepartnershipsarelocallyledanddeliverserviceslocally.Thatis,itiswithin

thecommunitiesservedthattheycreatejobs,enabletransferofworkplaceskills,andretainincome.

Keywords:

socialexchangepartnerships,workplaceskillsacquisition,waterandsanitationinfrastructure,operationandmaintenance


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Popular Education at/as Work

Walters, Shirley; Astrid von Kotze (UniversityofWesternCape); Jane Burt (EnvironmentalMonitoring

Group); Anna James (RhodesUniversity)

February2017,BudgetDay,membersandrepresentativesofsome15civilsocietyorganisationsandsocialmovements

havecometogetheroutsidetheHousesofParliamentinCapeTown,SouthAfrica,todemonstratetheiranger.Banners

andpostersproclaimoppositionto‘asecrettrillionrandnucleardeal’;theydemandastoptothedeal;theydetailhow

suchfundswouldpreventtheconstructionofmillionsofhousesandbettereducationandhealth…Passers-byhoot

approval–oraverttheireyes,asthecallsof ‘phantsi (down)trillionrandnucleardeal,phantsi!’get louder.Aman in

aSouthAfricanflag-T-shirtwithadifferentposter thatasks for the removalof thepresidenthaspickedupa loud-

hailerand,usingcall-and-response,invitestheprotesterstojoininthesloganof‘DownwiththePresident’!Oneofhis

supportersresponds.Anorganiserfromoneofthehostingorganisationsgoesacrossandrequeststhe‘comrade’tostep

aside.Quietly,sheinviteshimtodesistfromhiscall:thisdemonstrationhasaclearfocusandpurposeandwhileheand

hisorganisationaremostwelcometojoinin,thisisnottheforumforanti-party-politicalsloganeering.Theyarejoined

byothersandadialogueensues.Theorganiserexplainsthestrategicimportanceofstayingfocused;shecontextualises

theprotestandreiteratestheinvitationtojoinin–butinsiststheydonotattempttotakeover.Thiswouldbeinbreach

ofthecollectivepurposeunderlyingthisprotest.Alittlewhilelater,theypart,laughingtogether,andhehandsoverthe

loud-hailerandresumeshisplacebehindthebanner.

EyermanandJamisonstatethat,“Socialmovementsarenotmerelysocialdramas;theyarethesocialactionfromwhere

newknowledgeincludingworldviews,ideologies,religions,andscientifictheoriesoriginate”(Eyerman&Jamison,1991:

14).Thiswasasuperbmomentofpoliticaleducationandstrategiclearningonthepicket-line,alessonintheartofpublic

protestandtacticalaction. Itwasademonstrationofparticularknowledgeandskillthatwasgrownandnurturedin

activistexperience,politicsinitspurestform.Asobserverswesawhowswiftandconvincingpoliticaleducationonthe

picketlinecanbewhenofferedbyaskilledandexperiencedactivistintheroleofbothorganiserandeducator.Wewould

argue,thiswaspopulareducationat/aswork:rootedintheexperienceandinterestsofordinarypeople,highlycharged

politicallyanddeeplydemocraticinprocess,arisingoutofatensiondefinedbythedynamicsoftimeandplaceandaimed

atactionthatwouldfurtheroppositiontoaparticularissue.

Thesymposiumhasitsgenesisinathree-yearresearchprojecton‘Re-memberingTraditionsofPopularEducation’based

atUniversityofWesternCape,whichledtothepublicationofabookin2017,Forging solidarity: Popular Education at

Work.Eachof thepresentershasparticipated intheresearchprojectand intheproductionof thebook,and inthe

symposiumwewillbedrawingontheseconcreteexperiencesandanalyses,aswecollectivelyanimatethesymposium

using‘transgressive’participatoryprocessestopush,prod,pokeandplaywithideasofpopulareducationas/atwork,

highlightingtootheparticipatoryresearchapproachwhichhasbeenthehallmarkofthethree-yearproject.

Keywords:

populareducation,work,socialmovementlearning



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ID097Aligning Policy, Strategy and Skills for Sustainability: An Occupationally Directed Study into Green Supply Chain Management in the Public Sector in South Africa

Ward, Mike (CreatingSustainableValue); Nicola Jenkin (PinpointSustainability); Eureta Rosenberg (RhodesUniversity); Presha Ramsarup (WitsUniversity)

As one of the global targets, the Sustainable Development Goals set the promotion of public procurement practices

thataresustainableinaccordancewithnationalpoliciesandpriorities.InSouthAfrica,theNationalDevelopmentPlan

makes a commitment to ensuring that environmental impacts of public sector investment and spending are fully costed

topromotetheprinciplesoffull-costaccounting.Theseandnumerousother internationalandnationalpoliciesand

strategies recognise that shifting to a green economy is vital for the achievement of more sustainable development

paths.Thisrequiresthatgovernment,business,labourandcivilsocietydevelopnewwaysofdoingbusinessandthus

newoccupations,newskillsandnewformsofinstitutionalcollaboration. It is inthiscontextthatNationalTreasury’s

commitment to use the R500 billion annual expenditure on goods and services by the public sector to support

government’s strategic priorities, could make a significant contribution to sustainable development. However, as

theNationalDevelopmentPlanacknowledges,there isarealriskthatSouthAfrica’sdevelopmentagendacouldfail

because the state is incapable of implementing it. In response, theNationalDevelopment Plan calls for a ‘capable

state’ underpinned by effectively coordinated state institutionswith skilled public servants who are committed to

deliveringhighqualityserviceswhilstprioritisingnationaldevelopmentobjectives.Thispresentationwillreportonan

occupationallydirectedstudyintothepolicy,skillsandinstitutionalalignmentthatisrequiredtodrivegreensupplychain

managementintheSouthAfricanpublicsector.Itprovidesinsightsintoframeworks,researchmethodsandtoolsthat

support anticipatory approaches to skills development in the context of emergent environmental, social and economic

challengesandopportunitieslinkedtosustainabilityandinparticular,thegreeneconomy.

In a proactive initiative aimed at identifying and developing the requisite occupations and related skills to support

greenSupplyChainManagement(SCM)inthepublicsector,thePublicSectorEducationandTrainingAuthority(PSETA)

commissionedtheGreenSkillsProgrammetoexplorethreeinterrelatedquestions.Thesewere:

1. WhatskillsarerequiredtoeffectivelyimplementgreenSCMinthepublicsector?

2. WhichoccupationsareinvolvedandhowshouldtheybereflectedintheOrganisingFrameworkforOccupations

(OFO)?

3. Whatattendantorganisationaldevelopmentandpolicyguidelinesmaybenecessary?

Twoliteraturereviews,focusingoninternationalandnationalpoliciesandpractices,wereconductedtodevelopinsights

into thedifferentmeanings ascribed to key terms and the contradictions, absences and innovations evidentwithin

supplychainmanagementintheSouthAfricanpublicsector.Usingspecificcommoditiesandvaluechainanalysis,two

casestudieswereconductedthatfocusedonprocurementwithinanationaldepartmentandaprovincialdepartment

ofgovernment.Usingvaluechainanalysisatboththelevelofspecificcommoditiesthatgovernmentprocuresandthe

procurement process itself, enabled a clear mapping of key processes, the environmental impacts and considerations

acrossthefulllifecycleofproductsandsupplychainmanagement,andthedifferentactorsandmultiplerelationships

withinagivenvaluechain.This inturnenabledthedevelopmentofacomprehensiveframeworkfor identifyingthe

differentoccupationswithinandrelatedtothesupplychainmanagementvaluechainatmultiplelevelswithinnational

andprovincialgovernment.

The research revealed a number ofmismatcheswithin the public supply chainmanagement in relation to building

a green economy. These include a lack of policy alignment between global commitments, national policy and

departmentalprocesses;poorunderstandingofemergingenvironmentalchallengesandopportunities;aninabilityto

developprocurementspecificationsthatincludeenvironmentalcriteria;outdatedcostingmodelsbasedonpricerather

thanvalue;andnarrowmonitoringandaccountabilityframeworks.Foreachofthesemismatches,strategic leverage


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pointswereidentified.Associatedwiththeseleveragepoints,anumberofrecommendationsweremaderelatedtothe

relevantpoliciesandtheneedforpolicyalignment;theneedtoalignpolicyandsupplychainmanagementstrategy,

theoccupationsassociatedwiththispolicyalignmentandimplementation;theemergingskillsrequiredwithinthese

occupations;andfinally, the institutionalcooperationrequiredtoalignpolicy,developappropriateskills, implement

greenSCMandevaluateitseffectiveness.

Inadditiontosharingthefindingsandrecommendationsoutlinedabove,thispresentationwillprovideaninsightinto

thetoolsandresearchmethodsbeingdevelopedwithintheGreenSkillsProgrammeforassessingandanticipatingthe

occupations,skillsandlearningrequiredtodriveamoresustainableeconomy.

Keywords:

green supply chain management, sustainability, policy, research methods, tools, skills


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ID098Sustainable Value Creation, Concept Formation and Expansive Learning: Exploring the Need, Potential and Mechanisms for Changing Business Models

Ward, Mike; Heila Lotz-Sisitka (RhodesUniversity)

Theagendaoffindingsafeandjustpathwaysofdevelopmentisgaininginternationalsupport,inthecontextofecological

andsocial limits, thetransgressionofwhichmaythreatenbiophysicalsystemsandhumandevelopment imperatives

associatedwithpovertyeradicationandequity.TheSustainableDevelopmentGoalsareanarticulationofthisagenda

andtogetherwiththeParisClimateAccordsetanambitiousinternationalcommitmentforchangethatwasnegotiated

andendorsedbygovernments,businessandcivilsociety.Thesecommitmentswillrequirefundamentalchangesinthe

waythatbusinessesoperateincludingashiftawayfromthemaximisationofgrowthandprofitthatunderpinscurrent

capitalistapproachestobusiness.Emergingconceptsandpracticesincludingcorporatesocialresponsibility,thecreation

ofsustainablevalueandthecreationofsharedvaluehavebeensuggestedandcritiquedbymanyauthors.Lesswell

developedintheliterature isanarticulationofthelearningprocessesthatwillberequiredto initiateandsupporta

reflexiveengagementwiththesenewapproachesinbusinesses.

Thispaperpresentationdrawsontwostudiesattheinterfacebetweenbusinessmodels,environmentalsustainability

and social justice. The first study, conducted by one of the presenters, focused on amultinational pulp and paper

company,theMondiGroup,withaparticularfocusonitsSouthAfricandivision.Thesecondstudyformspartofacurrent

PhDthatseekstotakeforwardsomeofthefindingsoftheinitialstudy.Morespecifically,thePhDstudyseekstoanswer

thequestion:“Cancriticallyengageddialecticalexpansivelearningprocesses,focusingontheobjectofsustainablevalue

creation,potentiallysupporttransformationstomoresustainablebusinessmodels,andifsohowdoesthisoccur?”

Development,sustainability,shareholderreturnsandstakeholdervaluecouldeachbedescribedas“runawayobjects”.

Thesignificanceoftheseobjectsisthattheyprovidethemotivationforactionandastheygrowinmotivationalforce,

theseobjectsshapeanddirecttheactivityofsubjectswithinactivitysystems.However,althoughactivitytheoryhasbeen

describedasatheoryofobject-drivenactivity,theobjectremainspartial,anhorizonthatisneverfullyreached.Theactivity

systemasitismotivatedandgivenmeaningbytheobjectofactivitysimultaneouslygeneratesactionsthroughwhichthe

objectofactivityisenactedandreconstructed.Theobjectofdevelopmentandtheobjectofsustainabilitywouldthus

motivateandcreatemeaningforverydifferentactivitysystems.Keytothecreationofnewand/orexpandedobjectsand

patternsofactivityorientedtotheseobjectsisexpansivelearning.Learningisexpansiveinsofarasitenableslearnersto

learn“somethingthatisnotyetthere”andinsodoing“toconstructanewobjectandconceptfortheircollectiveactivity”

(Engeström,2016:37).Thisprocessofnewobjectandconceptformationisachievedthroughadialecticalmethodof

ascendingfromtheabstracttotheconcrete.Fromthecontradictionswithinandbetweenobjects,“newtheoreticalideas

orconceptsareinitiallyproducedintheformofanabstract,simpleexplanatoryrelationship,a‘germcell’”(Engeström,

2016:42).Throughexpansivelearning,thisinitialconceptistransformedintoacomplex,concreteobject.Thesequence

of learningactionscontainedwithintheexpansive learningprocessdevelopedbyEngeströmisdesignedtosupport

theascendanceoftheabstracttotheconcrete.Thispaperseeksto,throughreferencetotwocasestudies,explorethis

processofconceptformation.

Keywords:

expansive learning, social justice, sustainability


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ID099 W(h)ither TVET?

Wedekind, Volker (UniversityofNottingham)

Therelationshipbetweeneducationalprocessesandpreparationforworkhasbeendeeplyentwinedsincetheearliest

humansocialgroupingsemerged.However,theemergenceofTechnicalVocationalEducationandTraining(TVET)asa

distinctcategoryofeducationemergedmorerecentlyduringtheindustrialrevolution(s)andgainedprominenceasa

vehicleforindividual,national,andsocialdevelopmentbythecontributionofHumanCapitalTheory(HCT)toeconomic

thinking. Despite some periods in the 20th Century when TVET was viewed as of secondary importance to basic

education,therehasbeenarecentresurgenceininterestinthepotentialforTVETtoaddressarangeofsocialconcerns,

andincreasingpolicyattentionandresourcesareaimedatTVETandTVETinstitutions.TherecentlyadoptedSustainable

DevelopmentGoals(SDGs)forthefirsttimeincludeTVETasanaspectoftherighttoeducation,thenewContinental

EducationStrategyforAfrica(CESA)encouragesmemberstatestoexpandTVET,anddevelopedcountriesliketheUK

anddevelopingcountrieslikeSouthAfricaplacerenewedemphasisonTVETintheirnationalstrategies.TVETseemsto

beinastrongposition.

However,anumberoffactorssuggestthatthisfocusonTVETneedstobeviewedwithcaution.TheHCTthatunderpinsthe

ideathatinvestmentinskillswillleadtogrowthandprogressisincreasinglyviewedasoutdatedandevenfundamentally

flawed.Investmentinmass-basedTVETdoesnotinitselfcreatethejobsthatareneededtokeeppeopleoccupiedand

inmanyinstancesTVETprogrammesactsimplyasaformofwarehousing.Atamorefundamentallevel,theverynotion

ofgrowthunderpinningdevelopmentisitselfbeingincreasinglyquestionedasarealisticeconomicpremise(Fioramonti,

2017;Raworth,2017).Evenwherethereisgrowth,thechangesintechnologythatareassociatedwiththe4th Industrial

Revolutionarehollowingoutthejobmarketbymechanisingmanyaspectsofthemiddlelevelskilledoccupationsaswell

ashigherleveloccupationsandprofessions.Andtheareaswherenewworkisbeingcreatedarechangingsorapidlythat

itisalmostimpossibleforatrainingcurriculumtokeeppace.

Giventhesewidersocial,technological,andeconomictransformations,whatistheroleofTVET?HowcouldTVETplay

aconstructiveroleinthisperiodofrapidchange?OrisTVETdestinedtowitherawayasaviableeducationalformand

whatwillreplaceit?Thesearethequestionsthispaperattemptstoaddressbyexploringtheimplicationsofsomeof

thecurrentcritiquesofcontemporaryeconomics,exploringtheimplicationsofenvironmentalchangeandotherfuture

orientedprojections,andbyexaminingthedebatesaboutknowledgerelatedtowork.ThepapersuggeststhatTVETin

itscurrentformisnotlikelytosurvive,butthatawiderdebateabouttheroleofvocationaleducationinrelationtoall

levels(schooling,intermediateandhigher)ofthesystemisurgentlyneeded.Keytothisisthedevelopmentofstrong

institutionsthatareabletoequippeoplewithawidesetofskillsthatwillenablethemtoadapttothechallengesofthe

newperiod.

Keywords:

TechnicalVocationalEducationandTraining(TVET),transformations


117

ID100Collaborative Partnerships between Research and Practice: A Nordic Perspective on Open Science

Wegener, Charlotte (AalborgUniversity); Marie Undheim; Elisabeth Willumsen (DepartmentofHealthStudies,Norway)

The ambition to open up the processes and results of publicly-funded research has led to the emergence of a broad

OpenSciencemovement.Thegoal is radical: tomakeresearchaccessible toeveryonesoas toenhance impactand

innovationinsociety.Notonlygovernmentsandfundingagencies,butalsouniversitiesacrosstheNordiccountriessee

OpenScienceasatoppriority.Discussionsaboutopenaccessandopendatahavedominatedtheagenda;however,how

toactuallymakeresearchdemocraticinallphasesisakeyconcernaswell.

The aim of this paper is to report on, and discuss the strengths and challenges of, an ongoing collaborative partnership

inwhichresearchersandpractitionersworktogether,notonlytosolvebutalsotoarticulateproblemsandframethe

researchprojectfromtheveryoutset–asacaseofanOpenSciencepractice.

Thecollaborativepartnershipwasestablishedbetweenresearchinstitutionsandelderlycarefacilitiestostudysocial

innovationasaphenomenonin institution-basedelderlycare.WereceivedinitialfundingfromtheResearchCouncil

ofNorwaytoworkcloselytogetheronthemainproposal,whichwassubsequentlyfunded.Fiveresearchinstitutions

(fourNorwegianandoneDanish)andfiveelderlycarefacilitiesandtheirleadersareinvolved.Inaddition,users(patient

organisations and professional organisations) were included when designing the study, in accordance with official

policiesforOpenSciencepractice.

A sequentialmixedmethoddesign is applied, includingqualitative approaches such asfieldwork and interviews. In

addition,asurveyquestionnairehasbeendevelopedcontainingapsychometricevaluationrepresentingthequantitative

approach.

Themaingoalsoftheprojectare:

1) to identify innovation indailypractices inelderlycareandtofindcharacteristics relatedtohowhigh-quality

elderlycareinstitutionsaredevelopedthrougheverydaymanagementandwork,and

2) tomakerecommendationsastowhatisneededinthefuture,basedonperspectivesofhealthcarepersonnel,

patients, relatives and researchers in various fields (nursing, psychology, social work, health, sociology and

anthropology).

Thispaperreportsontheinitiationofthecollaborativepartnership.First,weshowhowtheleadersintheelderlycare

institutions,patientorganisationsandprofessionalorganisationswereinvolvedinco-creatingtheresearchquestions,

describingtheresearchdesignandarticulatingthemainthemesandmethodologyofthestudy.Second,weanalyse

whatwehave learned fromtheseprocesses so far: that is,whatweas researchers cando to takeco-creationwith

practitionersseriously,andwhattheadvantagesandpitfallsofthiskindofcollaborativepartnershipmaybe.Finally,

welinkourexperiencestoabroaderOpenScienceagendaanddiscussthepotentialimpactofresearchcarriedoutin

researchpartnershipsacrossdomainsanddisciplines.

Keywords:

innovation, elderly care, open science, research partnership, impact


118

ID101 Providing a Bridge from University to Industry

Wicomb, Samuel; James Garraway (CapePeninsulaUniversityofTechnology)

Theaimofthisstudywastouncover ifauthenticworkpracticeatuniversity(graphicdesign,CPUT)couldserveasa

developmental space for expansive learning and thus potentially assist graduates in making an easier transition to the

worldofwork.Theshiftfromtheclassroomtotheworkplaceisnotwithoutitscomplexities,asverifiedbynumerous

studies.Thetwosystems(universityandwork)aresociallydistinctandservedifferentpurposesandoutcomes.This

studyusedActivityTheoryasatheoreticalframeworktounderpintheanalysisinthisqualitativestudy.Questionnaires,

videofootageandparticipantjournalswereusedasinstrumentsandindividualinterviewsasaresearchmethod.The

analysed data revealed participants do struggle in certain areas but overall, they learn and develop and this is aided by

thecollective,collaborativeandpurposeful–gettingthejobdone–natureoftheworkplace.Transitioningbetween

activitysystemsisnotsimplyadifficultybutalsooffersstudentsopportunitiesforlearningastheyenterintoaZoneof

ProximalDevelopment(ZPD).Knowingwhatthemainnodesoflearninganddevelopmentare,mayhelpstudentstobe

betterabletomakethistransition,forexamplethroughdoingmorepurposeful,authenticandcollectiveprojectswithin

theuniversity.

Keywords:

authenticworkpractice,developmentalspace,transition,ZoneofProximalDevelopment


119

ID102A Society in Flux and the Purpose and Power of Professional Work: A Perspective from the South

Wildschut, Angelique; Bongiwe Mcwango; Tamlynne Meyer (HumanSciencesResearchCouncil)

The South African labour market, like many others across the globe, have over the past 20 years been characterised by

atrendawayfromadominantmanufacturingsector,towardsaservicesectoreconomy.Changetotheoccupational

structureoftheeconomyisalsoevident,withincreasingemploymentin,andeconomicreturnsto,high-skilloccupations,

withoccupationsrequiringintermediatelevelskillsseeingadeclineinproportionalshareofemployment.Atthesame

time,aquarterofthelabourforceisnotabletofindajob,and51%ofthelaboursupplydoesnothaveaGrade12

qualification.Onbothpoliticalandeconomicfronts,thecountryisfacedwithdeepandcomplexquestionsaroundhow

toshiftitseconomicstructuretobecomemoreinclusive,withlessfocusonthedemandsofaformal,veryunequaland

unsustainablelabourmarketregime.

Complexlabourmarketquestionsalsoremainunanswered:whydowehavegrowinggenderinequalitiesincertaintypes

ofemployment,why is thereagrowingproportionofunemployed thatdonotwant to takeup jobs,why theever

expandingproportionof in-workpoverty?There isalsothenotionofdecentwork,precariousness,growingconcern

aroundunder-employmentandeverexpandingproportionofthoseinlongtermunemploymenttoconsider.

Thesesocialandeconomicriskfactorshaveseentheriseofprotestactionaroundfairwages,tensionswithintrade

unions, questions around whether there is adequate representation of the needs of the working poor, concerns

aboutbasicconditionsofemployment,politicaldebatesanddemandsforalivingwage,aswellasaccesstoskillsand

education.Therecentuniversityprotestsandunrestpointtoasocietyatbreakingpointduetoyearsofunresolved

issues of social justice that speak directly to the urgency for South African sociologists to re-appraise the current and

changingrelationshipbetweenwork,thestateandsociety,andtoinformwhatthisrelationshipshouldlooklikeinthe

futuredrawingfromabiggerbodyofempiricalwork.

Itisclearthatnotonlyisthisalabourmarketwithgravecontradictions,itisoneinwhichthereisgreatappealinhigh

skillandprofessionalwork,especiallyforthosewhohavebeenmarginalisedunderthepreviouslysegregationistpolitical

system.Theemancipatoryidealsthatunderliethistrendshouldnotbeunderestimatedasasocialforce.Notonlydoes

thisraisequestionsthatrequireSouthAfricanscholarsofworktore-appraisethiscontinuingappealtoprofessions,but

alsopointstotheimportanceofunderstandingsocialattitudesandhowtheyimpactonlabourmarketexperienceand

behaviour.Onboththeseaspects,SouthAfricanliteraturehasbeenlacking.

Historically,sociologistsofworkdidnotextensivelyconsidertheroleofprofessionsandprofessionalwork inSouth

African society because of the extent ofmore pressing political and economic concerns. Furthermore, the country

doesnothaveaninstitutionalisednationalsurveythatroutinelygathersinformationonthepublic’s(workingandnon-

working)subjectiveassessmentofthelabourmarketandqualitativeexperienceofwork.

Inanattempttoaddress thesegaps, thispaperwilldrawfromanemergingbodyofnational surveydata (2012/13

and 2016/17) on the SouthAfrican public’s attitudes towork andoccupations, aswell as a reviewof literature on

professionsintheSouthAfricancontext.Inthemain,thisevidenceismarshalledtoarguefor:1)strengtheningsuchan

internationallycomparativesurveytooltosupporttheexpansionofsociologicalscholarshiparoundworkandinequality

intheSouthAfricancontext;and2)returningtosociologicalanalysisofacontinuingappealtoprofessionalworkand

howthisinterfaceswithprocessesofsocialclosureintheSouthAfricancontext.

Keywords:

professionalwork,professions,attitudestowork,socialclosure


120

Workplace-based Learning Programmes and the Transition to the Labour Market

Wildschut, Angelique; Glenda Kruss (HumanSciencesResearchCouncil)

In South Africa there is increasing recognition of the need for the post-school education and training system to expand

andbecapacitated,tooffermoremeaningfulopportunitiesformoreyoungpeople–particularlythelargecohortwho

donotprogresstograde12,andthosewhopassmatric,butdonotqualifyforhighereducation.Notallyoungpeople

willhavetheaptitude,interestorabilitytofollowahighereducationpathway,andnorcanthesystemaccommodateall.

ThewidespreadaspirationanddesireforuniversitycredentialsandupwardmobilitymeanthatthestatusofTechnical

andVocationalEducationandTraining(TVET)qualificationsandoccupationsattheintermediatelevelisextremelylow,

andtypically,notviewedasafirstchoiceoption.However,artisanalandtechnicalskillsattheintermediatelevelare

criticalforgrowthanddevelopmentinSouthAfrica,sothereisheighteneddemandfromemployersforyoungpeople

whoseskillscanbedeveloped.Onepathwaytosuchjobsisthroughaqualificationfromtheexpandingpublicorprivate

TVETcollegesystems.

Amoreneglectedpathwayisthatofworkplacebasedlearning(WPBL)programmes.Traditionally,thesetooktheform

ofapprenticeships,wherean individualacquiredskillsonthe jobalongsideamasterartisanoveranumberofyears,

supplementedbyformaltheoreticalcoursesatacollege,andculminatinginatradetest.After1994inSouthAfrica,in

linewithglobaltrends,anew,‘modernised’andmoreinclusivesystemoflearnershipswasdesignedandimplementedby

thenewlycreatedSectoralEducationandTrainingAuthorities(SETAs),aimedbothatofferingextendedopportunitiesto

youngpeopleleavingschoolandenteringthelabourmarket,andtoprovideskillsupgradingforthoseintheworkplace

withouttherequisitequalifications,ortokeepupwithchangestothenatureofworkandtechnology.Morerecently,

workplace-based learning in the formof internshipshasbeenpromoted, as ameansof strengthening the linkages

betweenformalqualificationsandworkplacedemands,andthusfacilitatingtransitionsintothelabourmarket(Blom,

2015).

Inaformallabourmarketsystemthatoftenattributesmismatchesbetweenlabourmarketdemandandskillssupply

toalackofworkexperience,expansionandbettercapacitationofsuchprogrammeshasclearadvantages.Thesehave

been recognised by government,which has recently prioritised funding programmes to promoteworkplace based

programmes (internships, learnerships, apprenticeships and skills programmes) (DHET, 2015). However, we know

very little aboutwhether theworkplace based learning system is actually functioning in theway expected. Should

policymakers be providing greater resources to strengthen and further expand WPBL programmes as a component

oftheSouthAfricanPSETsystem,andifso,howandwhere?Toengagewiththepolicyissue,weneedtoraisecritical

questions:First,dotheseprogrammesservetoincludeandskillalargerandmorerepresentativeproportionoftheSA

youth?Second,whatarethedifferencesinthewayinwhichtheseprogrammesprovideopportunitiesforskilling?Third,

dotheseprogrammesskillcitizensinwaysthatwillincreasetheiropportunitiesforemployment?

Tointerrogatethesequestions,thispaperdrawsontwosourcesofevidence.First,weuseadministrativedatamanaged

bySETAstocreatepopulationdatasetsonlearnerships,apprenticeshipsandinternships.Weanalysethisdataovertwo

timeperiods,inordertoanalyseshiftsinthescaleandpatternsofinclusivenessofprovision.Second,weanalyseanoriginal

datasetcreatedfromatracerstudyusingapathwaysapproach,ofthosewhocompletedlearnershipsandapprenticeships

in2009/10(Krussetal.,2012;Wildschutetal.,2012).Thisallowsthepapertocontributemethodologicallyaswellby

illustratingthatanalysisofacombinationofadministrativeandsurveydataprovidesforaverypowerfulassessment

ofimpact.WeconcludebyarguingthatWPBLoffersasetofvaluableandviablepathwaysenablingtransitionintothe

SouthAfricanlabourmarket,andthatthecurrentpolicyfocusshouldcontinueandbedeepened.

Keywords:

apprenticeship,learnership,internship,transitionintoeducation,transitiontowork,pathways

ID103


121


Transitions, Transformations and Transgressions: Reconceptualising Teaching Portfolios as Knowledge Objects in Professional Learning Systems

Winberg, Christine (CapePeninsulaUniversityofTechnology)

Teaching portfolios are commonly used to demonstrate evidence of growth, competency or the attainment of

excellence–andarealsoameanstowardslinkingtheory(orresearch)andpracticeinprofessionaleducation.Several

SouthAfricanandmanyinternationaluniversitiesrequireacademicstafftopresentteachingportfolioswhenapplying

for tenure, promotion or teaching excellence awards. Teaching portfolios are thus important artefacts that have

cometosymbolisetransitionsinanacademiccareer,inparticularthetransformationofteachingpractice.Despitethe

commonuseofteachingportfolios,littleattentionhasbeenpaidtounderstandingthe‘genreecology’(Spinuzzi,2002)

ofteachingportfoliosasknowledgeobjectswithinaprofessionallearningsystem.Theparticularfocusofthispaperis

a re-conceptualisation of teaching portfolios, arguing their role in professional identity formation and as self-regulating

devicesinprofessionalpractice.

Dataforthestudywasobtainedfromteachingportfoliossubmittedfortenure,promotionandawards.Theresearch

design draws on the research tradition around technologically-mediated communication inworkplace settings (e.g.

Kaptelinin&Nardi,2006;Leonardi,Nardi&Kallinikos,2012).Amodellingmethodologyforvisualisingandrepresenting

knowledgeworkacrosstheeportfolios,inspiredbythemodellingprocessesofSpinuzzi,Hart-DavidsonandZachry(2004),

wasdevelopedfortheanalysisofportfoliodata.Thisapproachunderstandsportfoliobuildingaschainsofcoordinated

communicationevents thatareorganised intoa ‘genreecology’ (Spinuzzi,2002).Theseeventsbecometheprimary

unit of analysis in creating representations of portfolios and their related tasks, decision points, actors, documents, or

combinationsofthese.

Threepurposivecasestudieswereselectedforthispaper.Thefirststudy,ateachingeportfoliopresentedfortenure,

mapshowanoviceteachertriesoutarangeofrepertoiresandpracticesinsupportofanemergingacademicidentity.

Thesecondeportfoliocaseillustratesthecomplexprofessional‘ecosystem’thatanacademicnavigatesinrevealing(and

concealing)aspectsofateachingidentity,whilethethirdeportfoliostudyfollowsdistributedknowledgeworkacross

widernetworksandtheartefactsthatareassociatedwithamoreexpertteachingidentity.

Teachingportfolioshavebeenunderstoodtohavethedualfunctionofbothshowcasingteachingaccomplishments

aswellascreatingopportunitiesforfurthergrowthanddevelopmentthroughreflectingonpractice.Whilemuch is

knownabout the roleof reflectivepractice inprofessionaldevelopmenttowardsenhancingteaching, less isknown

abouttheportfolioasanartefactinaprofessionallearningsystem.Thestudyprovidesaconceptualframeworktowards

reconceptualisingteachingportfoliosasknowledgeobjects,andofferssuggestionstoassisteducationaldevelopersand

those involved in professional learning to identify career trajectories through a study of the genre ecology of teaching

portfolios.Teachingportfolioscanalsobetransgressiveinthattheymaychallengeacceptedwaysof‘being’anacademic.

Keywords:

professional learning systems, teaching portfolios


122

Assembling the Educator: Transforming Teaching for Professional Postgraduate Learning

Winberg, Simon (UniversityofCapeTown)

The landscape of postgraduate education is changing – one of its features being the increased diversity of educational

models and the growth of professional higher degrees in new fields. Professional postgraduate education is not

focusedonpreparingcandidatesexclusivelyforalifeinacademia;ratheritisexpectedtosupportstudentsinavariety

ofpositionsinbothindustryanduniversities.Amajorchangehasbeentheincreaseddemandfortaughtdoctoraland

Mastersprogrammestoprovidespecialisedskillsandtrainingforprofessionals,toexpandtheirknowledgeofstate-

of-the-artpractices, toolsand technologies related to theirfield.Thispaper investigatesone suchcourse,namelya

SoftwareDefinedRadio(SDR)Master’sdegreecourseinwhichparticipantslearnhowtousetechnologiesforthedesign

anddevelopmentofSDRsystems.ASDRradiosystemisoneinwhichpartsoftheradiosystemthataretraditionally

implementedinhardware,areinsteadimplementedinsoftware.Thispaperinvestigatesthecomplexdependenciesof

tools,artefactsandothersocio-materialaspectsofthecoursethatwereinstrumentalinsharingandbuildingknowledge.

TheconceptualframeworkforthispapercombinesActivityTheory(AT)(Engeström,1999)and‘genreecology’models

(Spinuzzi,2002).ATwasusedtoreasonaboutthelearningandinteractionsthatoccurredinthecourseandgenreecology

wasusedtomodelthebuildingandsharingoftechnicalknowledgerelatedtousingtoolstosolvedesignproblems.Data

wereobtainedforthisstudyfrommeetingswithstudentsandlecturers,logsmadeduringlaboratorypracticals,project

reports,andcourseevaluations.

Thefindingsshowhowthecourse,whichwasinitiallyteacher-dominated,metamorphosedintoahighlytool-dominant

andpeer-learningstructurethatsupportedthedevelopmentandsharingoftechnicaltool-basedknowledgethatthe

participantssought.Whileacademicstaffcouldaddresssomegapsintheparticipants’fundamentalknowledgeofradio

systems,theparticipantsbroughtwiththemextensivespecialisedknowledgeandtoolexperience;alltheparticipants

hadgainedexperienceinspecificnicheareasofradiosystems,andsomewereexperts inparticulartechniques.This

createdacomplicateddynamictointeractionsintheclass.Thecourseinvolvedextensiveengagementswithtechnology

artefacts,suchascomputersystems,peripheralsandprogrammecodefromwhichknowledgewasbuilt.Thecourse

wasthustoalargeextentcharacterisedbyarichnessof‘epistemicobjects’,whichistosayobjectsthathadknowledge-

generatingqualities(Nerland,2008).Asignificantportionofthecoursecurriculumhadtobeadapted,andthelearning

methodschangedtoaccommodatenewlearningactivitiesandtheunexpectedneedsoftheparticipants.

Thispaperexplains theMasters course in termsof conflicts and innovations in its activity systemandhybridgenre

ecologytoshowhowthestructuringandresourcedependenceofthecoursetransformedfromitsinitial‘traditional’

structuretoamoreentangledstructureovertime.Itishopedthatinsightsfromthispapermaybenefitothereducators

involvedinthedesignandteachingofsimilartypesofspecialisedpostgraduatetaughtprogrammes.

Keywords:

postgraduate, activity theory, technology



123

ID106Before & After Higher Education: Code Clashing and Misrecognition

Wolff, Karin (CapePeninsulaUniversityofTechnology)

AgreatdealofliteraturehasbeendevotedtoaddressingthearticulationgapintoHigherEducation(HE)inSouthAfrica,

andmeasurestoenablemoreeffectivesystemic(CHE,2013),affectiveand‘epistemologicalaccess’(Morrow,2009)and

support.Paralleltothesechallengesarethefindingsofnumerousgraduateandemployabilitysurveyshighlightingthe

inabilityofgraduatesto‘applytheory’(Griesel&Parker,2009)ordemonstratetherequiredtechnicalskills.Engineering

(thefocusofthispaper)presentsaparticularlychallengingareaforeducation,giventherapidevolutionoftechnologies

andthe inabilityofcurrentcurricula toaccommodatetheneedsofachangingpracticeenvironment (Felder,2012).

LowretentionandgraduationratessuggestHEisnotadequatelypreparingstudentsfortheincreasingcomplexityof

aprofessionlocatedinthescience-technology-nature-societynexus(UNESCO,2010).Thispaperpresentsatheoretical

andempiricalargumentdemonstratingthatourfailureisaresultofthemisrecognitionofbothwhatstudentsbringinto

theHEspace,aswellaswhattheprofessionvalues.

Usingtheoreticalandanalyticaltoolsfromthesociologyofeducation,aPhD(andsubsequentpost-doctoralresearch

project)soughttobetterunderstandtherelationshipbetweenengineeringpracticeandthecurriculumfromadisciplinary

perspective.TheLegitimationCodeTheory(LCT)dimensionofSpecialisation(Maton,2014)offersaknowledge-focused

instrument – the epistemic plane–whichisusefulfortheanalysisoftherelationshipbetweenthe‘what’and‘how’ofa

knowledgepractice.SetastwocontinuaonaCartesianplane,theverticalaxis(what)referstothe‘boundedness’ofa

phenomenon–where‘strong’meansaphenomenonisrecognisedbythefieldashavingaparticularnature,andweak

meansitisambiguousorcontested.Thehorizontalaxisrepresentsafixedtomultipleapproachescontinuum.Thefour

quadrantsmanifestasdifferent insights (waysofthinking).Thistoolwasappliedto18 industrycasestudiestomap

howmultidisciplinaryengineeringpractitionerssolvetechnicalproblems,whiledrawingonexplicitorimplicitformsof

science,mathematicsandlogic-basedthinking.

For the purpose of this paper, the same analytical tool has been applied to the textual analysis of engineering graduate

attributes,aswellastwocasestudies:a2016cohortofGrade12learnersattendinganengineeringworkshopandthe

2008cohortoffirst-yearstudentsataUniversityofTechnology.Dataforthesecasestudiesaredrawnfromanonymised

scholarSWOT(strength,weakness,opportunityandthreat)exercisesandstudentmotivationessaysrespectively.Findings

from the original industrial case studies demonstrate that successful engineering practitioners recognise and code shift

comfortablybetweenthedifferentinsights.However,theresearchrevealsthatthegreatestchallengeforunsuccessful

problem solvers is shifting to open-ended approaches or complex knower-orientatedcontexts.Thesequadrants(located

on the left of the epistemic plane) representnotonly thekindof thinkingvaluedby industry,butarealsoexplicitly

capturedasrequiredoutcomesintheengineeringGraduateAttributestatements(IEA,2013).Secondly,thecasestudy

analysisoflearnerswantingtostudyengineeringrevealstheparticipantsperceivetheirstrengthsascreative,confident

andcurious,andtheirweaknessesorthreatsassocially-orientated.Thefirst-yearstudentsinthesecondcasestudywere

predominantlymotivatedtostudyengineeringbyadesiretocontributetosocietyandtocreativelysolveproblems.

BothcasestudiesdemonstratethatstudentsenteringtheHEsystemhaveastrongorientationontheleft-handsideof

the epistemic plane.

However,formalengineeringqualificationcurricula,accessandprogressionaredeterminedbythe‘fixed’phenomena

and approaches of the right-hand side of the epistemic plane. The paper argues that the focus on science-based

fundamentals and technical ormethodological procedures in HE engineering pedagogy is amisrecognition of the

synergisticrelationshipbetweendifferentdisciplinarycodesinenablingeffectiveproblemsolving,andthatentering

students’naturalpredispositions towardsopen-endednessandcomplexsocial relationsareawastedopportunity in

supportingthedevelopmentofgraduatesequippedforcomplex21stcenturyworkcontexts.

Keywords:

misrecognition, higher education, technology


124


Comparative Analysis of Intercultural Competence and Interdisciplinary Competence in the Organisational Context: An Exploratory Study

Zeeshan, Muhammad; Dane Lukic; Saud Al Taj; Rona Beattie (GlasgowCaledonianUniversity)

Theconceptof interculturaland interdisciplinarycompetencehasbeenused inthe literatureandpracticeforquite

sometime(Chen,2014;Singh,2016;Wagner,2010).Thisemphasishasledtosignificantdevelopmentsinbothareas.For

instance,technologicalinnovationsinthefieldsofmedicine,engineeringanddesignhavecombinedtoproducecutting

edge equipment. Similarly, large-scale globalmigration has led to increasinglymulticultural organisations investing

vastamountsofcapitalandtimeontrainingtheirstaffandmanagerstoworkwitheachothereffectively indiverse

culturalcontexts.Literatureshowsthatoftenbothinterdisciplinaryandinterculturalcompetencesarepresentatthe

sametimeinorganisations(Bennet,1998;Duus&Cooray,2014;Nancarrowetal.,2013).Elementslikecommunication,

teamworkandleadershipareimportanttobothareas,anditisimportanttotesttheminpractice.Moreover,dealing

withinterculturalandinterdisciplinaryenvironmentsmighttriggersimilarabilitiesinindividualswhodealwithdiverse

settingsconceptualisedas ‘culturesofknowledge’ (Lukic,Yarosh&Martins,2011).Numerous studiesconductedon

interdisciplinaryandinterculturalcompetenceseparatelyidentifyandhighlightdifferentcompetencesthatarerequired

to be successful in each setting. However, no study has been conducted specifically on both interdisciplinary and

interculturalcompetenceinrelationtoeachother.

Throughaliteraturereviewandasmall-scaleempiricalexploratorystudyasaformofproofofconcept,therelationship

betweeninterculturalandinterdisciplinarycompetenceisexploredinthepresentpaper,andtheirinteractionwitheach

otherexamined.Thepaperalsohighlightsotherelementsthatarenotidentifiedintheliteraturebutareofimportance

tobothinterculturalandinterdisciplinaryprojects/organisations.Thestudy’scaseistheKNEEMOprojectwhichisan

InitialTrainingNetwork(ITN)forkneeosteoarthritisresearchfundedthroughtheEuropeanCommission’sFramework7

Programme.Theprojectisinterdisciplinaryandinterculturalwithresearcherscomingfromdifferentbackgroundsboth

academicallyandculturally.Thiswillprovideanopportunityforanin-depthanalysisintothecompetencesappliedinboth

interculturalandinterdisciplinarycontexts.Thestudyusesapragmatistresearchphilosophy.Theprimereasonforusing

thisapproachisthatitfocusesonpracticalissuesexperiencedbypeople,researchquestionspositedandthenstudiesof

theconsequencesofactions.Additionally,apragmatistapproachsupportsaresearchertobesensitivetothepolitical,

socialandhistoricalcontextfromwhichtheinvestigationstartsandconsidersmorality,ethics,andissuesofsocialjustice

tobe importantthroughouttheresearchprocess (Creswell,2014).Themethodologyfollowsaqualitativeapproach

basedonsemi-structuredinterviewswithkeypractitioners.Thesampleisbasedonstratifiedsamplingwhereemphasis

isgiventoselectingparticipantsbasedontheirresearchandgeographicalbackground.Furthermore,theparticipants

aredivided into two layers i.e.managementand researchers.This isdeemed importantas ithelps incollectingand

analysingdatafrombothperspectivesi.e.managementandresearcher/employee.

The exploratory study provides a proof of concept and investigates the similarity of intercultural competence and

interdisciplinary competence in organisations. The study is a first phase of a larger project exploring competence

elementsthatcouldbepotentiallyapplied inboth interdisciplinaryand interculturalenvironments.Additionally, this

study could help managers by providing recommendations regarding policies and practices that a leader can implement

when dealing with both intercultural and interdisciplinary projects. This is important as research highlights that

leadership has an integral role in the success or failure of any organisation, so it is essential for organisations to have a

setofguidelinesandtrainingwhichareprovidedtoleaderstomanageinterculturalandinterdisciplinaryprojectsinan

effectiveway.

Keywords:

intercultural, interdisciplinary, competences, comparative analysis


125


Educating in the Anthropocene

Hugo, Wayne (UniversityofKwaZulu-Natal)

What education is ofmostworth for a generation inheriting an environment directly compromised by the human

species, a global economy characterizedbymassive increases in inequality levels, and a technologicalworld rapidly

outdatingsomeformsofhumanlabour?Thispaperexploresthreecurrentanswerstothisquestion.Firstlyitdiscusses

contemporary attempts to develop education for catastrophe in countries like Japan that have experienced such

devastation.Secondly itsetsoutthe latesttechnological innovations ineducationthatholdpromise indealingwith

thequestion.Specifically,developmentsinBlockchaintechnology,artificial intelligence,bigdata,anddigitizationare

discussed.Thirdlyitopensoutradicalcritiquesofourcurrentconditionthatsuggestnewwaysofdoingeducationfor

catastrophictimes.Specifically,theworkofradicaltheoristswhocombineissuesofmoderncapitalistexploitation,the

Anthropocene,andtechnologicalinnovationarediscussedinrelationtocurrentdevelopmentsineducation.Thepaper

arguesthatnewforcesofproductionwithintheeducationapparatushavequalitativelychangedthewayeducationis

done,andthatwehavetoradicallythinkthroughwhattheimplicationsareforourcurrentpractices.

Keywords:

Anthropocene, education for catastrophe, innovation


126

ID109 ‘Sustainability Starts with Teachers’: Mediating Change-oriented Professional Learning to Enhance Reflexive Praxis and Agency in Teacher Education

Mandikonza, Caleb (UniversityoftheWitwatersrand); Heila Lotz-Sisitka (RhodesUniversity)

OneofthemajorfindingsemergingfromtenyearsofEducationforSustainableDevelopmentintheUnitedNations

DecadeonEducationforSustainableDevelopment(2005-2014)wasthatnotenoughisbeingdonetosupportteachers’

professionallearningforsustainability.Sustainabilityconcernsarecomplexandinvolveanepistemologythatextends

beyond traditional disciplinary boundaries to include wider ecologies of knowledge and praxis processes that are

orientedtowardstransformativelearning,andchangeinsocialandsocial-ecologicalsystems.In2004,andagainin2016,

UNESCOreportedthatwhileenvironmentandsustainabilityeducation(ESE)wasoneofthefastestgrowingcurriculum

areasintheworld,thisshiftinepistemicframingwasnotreflectedinteachereducation.

Thispaperconsidersthis issuecriticallyandseekstooutlineareflexive,courseactivatedmodelforchangeoriented

professionallearningofteachersinenvironmentandsustainabilityeducation.Themodelisbasedonresearchundertaken

in theSouthernAfricanDevelopmentCommunity’s (SADC)RegionalEnvironmentalEducationProgramme’s teacher

educationnetwork,wherein-depthqualitativeresearchinvolvingteachereducatorsintwocountrieswasundertaken

over a five-year period, tracking themediation processes involved in supporting teachers’ professional learning for

changeinbothon-courseprofessionaldevelopmentandinworkplaces(Mandikonza,2016;Mandikonza&Lotz-Sisitka,

2016).Ofinterestisthewayinwhichthefocusona‘changeproject’,designedasacentral,expansivelearningmediation

tool in thecourses,wascarried intoworkplaceswithvarious structural (SEPs), cultural (CEPs)andpeopleemergent

properties (PEPs) (Archer,1995)shapingtheongoingemergenceofreflexivitydrivenchange inpracticeandagency

aroundadevelopingchangeproject.Wefoundthatpracticeexistsinandemergesoutofpracticearchitecturesthat

appearaspracticearrangementsthatreflecttheSEPs,CEPsandPEPs.

Archer’s(1995)morphogenictheoryhelpedustoshowthatcapacityformainstreamingenvironmentandsustainability

education can be facilitated through a praxis-located course mediated process. Here we found that the reflexive

processesthatfocusedonthemainstreamingofenvironmentandsustainabilityasalearningprocess(alsotheobjectof

expansionoflearningexperiences)werestructuredandwovenaroundthechangeprojectastheorganisingframework.

Tothisend,asillustratedinthispaper,thechangeprojectwasanimportantmediatingtoolthatwasusedtochallenge

normalisedpracticesandcreateopportunitiesfortransformedteachereducationpracticetowardsenvironmentand

sustainabilityeducationinteachereducationcontexts.Weunderstoodpracticeasmanifestinginmentallysituatedand

technicalforms,alsoknownas‘habitus’(Bourdieu,1998);italsoincludedKemmis’s(2009)perspectiveofdoings, sayings

and relatings, as well as enhanced sustainability competences and capabilities formainstreaming environment and

sustainabilityeducation.Transformedteachereducationpracticestowardsenvironmentandsustainabilityeducation

constitutedaspectsoftheexpandedzoneofproximaldevelopmentoftheteachereducators inthesocialrealityof

institutionalpractice.

Sincethisresearch,wehavebeenworkingontheexpansionofthemodel’sapplicationintoanewroundofteacher

professionaldevelopmentinvolving60teachereducationinstitutionsintheSADCregionwherethedevelopmentof

changeprojectsisbeingseededviaaprofessionaldevelopmentprogramme(SustainabilityStartswithTeachers).Weare

aimingtofurthertestthemediatingtoolthroughmonitoringon-coursesessionsandin-situworkexperiences.

Keywords:

teachereducationforsustainability,changeprojects,Archer’smorphogenictheory

This publication was funded by BANK SETA

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aalborg universitet practice theory and methodology (de ... · id016 organising learning at work:...

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