The fifth International Conference on Researching Work and Learning (RWL5) was held in Cape Town, Republic of South Africa in 2007. The overarching theme was 'Rethinking the 'centre' and the 'margins' in researching work and learning' and it covered the following sub-themes: Learning in formal and informal work contexts; Learning and social development; Re-theorising knowledge; Working and learning in higher or further/vocational education institutions; and Work, learning and policy.
This volume contains the following papers: Preparation for professional work?: a meta-analysis of two internatio
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The fifth International Conference on Researching Work and Learning (RWL5) was held in Cape Town, Republic of South Africa in 2007. The overarching theme was 'Rethinking the 'centre' and the 'margins' in researching work and learning' and it covered the following sub-themes: Learning in formal and informal work contexts; Learning and social development; Re-theorising knowledge; Working and learning in higher or further/vocational education institutions; and Work, learning and policy.
This volume contains the following papers: Preparation for professional work?: a meta-analysis of two international research projects on the transition from higher education to work life / Madeleine Abrandt Dahlgren, Peter Petocz, Anna Reid and Lars Owe Dahlgren; Disturbance analysis as a springboard for understanding service concepts / Arja Ala-Laurinaho and Annarita Koli; A curriculum that 'faces both ways': the professional development of clinician educators / Melanie Alperstein, Linda Cooper and Nadia Hartman; Job Satisfaction among counselors working at Stress Center (SDO) in Kuwait / Humoud Alqashan; Prospects of quality in online and electronic learning systems / Anis Hussein; Rethinking work related learning in higher education from a Habermasian perspective: towards a discursive pedagogy / John Bamber; Rural education: learning to be rural teachers / Barbara Barter; Valuing informal learning: dressing the emperor / Darryl Bibby and Judy Rumbelow; Workplace transitions: learning to manage change / Jenny Bimrose, Sally-Anne Barnes and Alan Brown; Challenging donor agendas in adult and workplace education in Timor-Leste / Bob Boughton; Cross-continental communication about personal and professional identities between 'critical friends' in a social work ethics module / Vivienne Bozalek and Lear Matthews; Integrated learning and knowledge management at the university / Stefan Brall, Frank Hees and Klaus Henning; Recognising phronesis or practical wisdom in the recognition (assessment) of prior learning / Mignonne Breier; Wither work-related learning in Europe? / Alan Brown; Organising learning: informal workplace learning in a trade union campaign to organise private-sector child care workers / Tony Brown; Learning to work, learning to live: an analysis of effective policies and programs for 'hard to employ' welfare clients / Shauna Butterwick, Garnett Bucknor and Whitney Borowko; Hard/soft, formal/informal, work/learning: tenuous/persistent binaries in the knowledge-based society / Shauna Butterwick and Kaela Jubas; From workplace to university, from university to workplace: a relational view of learning / Martyn Clark, Neil Lent and Miriam Zukas; Creating reflective space: exploring the complexities of the conducting research in the dual role of teacher-as-researcher / Lynn Coleman; Using 'workplace learning groups': a peer-learning approach: in the Indonesian Tax Office to encourage workplace learning and support cultural change within the organisation / Kate Collier, Ali Rokhman, Sherria Ayuandini and Panca Kurniawan; Commitment and work-related identity: links between individual and social learning at work? / Kaija Collin; Learning for work and working to learn: challenges within a changing UK higher education system / Helen Corkill; Exploring African indigenous knowledge (AIK) as motivation and inspiration for self-reflection on multicultural teaching and learning / Elmarie Costandius; Ethical considerations for practitioner-researchers / Carol Costley; Work, education and validated knowledge: Australian policy and experience / Stephen Crump; Itinerant practice leaders: interpreting academics' constructive uses of educational technology / Andrew Deacon and Catherine WynSculley; Status of women in engineering in South Africa / Renette Du Toit and Joan Roodt; The new profile of social work education in South Africa: factors impacting on the translation of equity access to equity success / Nicci Earle; Work, identity, learning styles and the implications for teaching and learning in UK higher education: a case study of foundation year students / Robert Ellis; Enabling and constraining conditions of learning: a study of care work / Eva Ellstrom and Bodil Ekholm.
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