Pub Date : 2024-02-04DOI: 10.1080/0158037x.2024.2312933
Esen Altunay, N. Özdemir
{"title":"Identifying adults’ learning strategy profiles in the workplace: relations to organisational identity, work flexibility, and personal characteristics","authors":"Esen Altunay, N. Özdemir","doi":"10.1080/0158037x.2024.2312933","DOIUrl":"https://doi.org/10.1080/0158037x.2024.2312933","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139807127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-04DOI: 10.1080/0158037x.2024.2312933
Esen Altunay, N. Özdemir
{"title":"Identifying adults’ learning strategy profiles in the workplace: relations to organisational identity, work flexibility, and personal characteristics","authors":"Esen Altunay, N. Özdemir","doi":"10.1080/0158037x.2024.2312933","DOIUrl":"https://doi.org/10.1080/0158037x.2024.2312933","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139866761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-25DOI: 10.1080/0158037x.2024.2301805
Peter H. Sawchuk
{"title":"Work, learning and social change","authors":"Peter H. Sawchuk","doi":"10.1080/0158037x.2024.2301805","DOIUrl":"https://doi.org/10.1080/0158037x.2024.2301805","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1080/0158037x.2023.2274925
Helen Donaghue, Gill Adams
It is widely recognised that an important aspect of doctoral study is the development of a researcher identity. However, little is known about how to support this. Although previous research has highlighted the importance of discursive engagement for researcher identity development, no studies examine talk or discuss how identities are constructed through interaction. This article examines how doctoral students’ researcher identities develop during tutorials on a professional doctorate in education. Analysis reveals how researcher identities are constructed and accomplished, turn by turn, during study-based talk. Researcher identities are co-constructed with and confirmed by peers, and verified by a tutor who validates students’ actions and describes experiencing similar, often difficult, processes herself. Knowledge and understanding facilitated by discussion prompts identity development and tutorial talk builds a sense of belonging and confidence, acculturating students into the research community. The article makes an original contribution to research by analysing situated talk to show identity accomplishment in action. The article also makes recommendations for both practice and further research which include setting up opportunities for doctoral students to talk and share experiences, and close analysis of doctoral interactional events such as supervision meetings and peer support groups.
{"title":"The role of situated talk in developing doctoral students’ researcher identities","authors":"Helen Donaghue, Gill Adams","doi":"10.1080/0158037x.2023.2274925","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2274925","url":null,"abstract":"It is widely recognised that an important aspect of doctoral study is the development of a researcher identity. However, little is known about how to support this. Although previous research has highlighted the importance of discursive engagement for researcher identity development, no studies examine talk or discuss how identities are constructed through interaction. This article examines how doctoral students’ researcher identities develop during tutorials on a professional doctorate in education. Analysis reveals how researcher identities are constructed and accomplished, turn by turn, during study-based talk. Researcher identities are co-constructed with and confirmed by peers, and verified by a tutor who validates students’ actions and describes experiencing similar, often difficult, processes herself. Knowledge and understanding facilitated by discussion prompts identity development and tutorial talk builds a sense of belonging and confidence, acculturating students into the research community. The article makes an original contribution to research by analysing situated talk to show identity accomplishment in action. The article also makes recommendations for both practice and further research which include setting up opportunities for doctoral students to talk and share experiences, and close analysis of doctoral interactional events such as supervision meetings and peer support groups.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/0158037x.2023.2274596
Anne Karhapää, Raija Hämäläinen, Johanna Pöysä-Tarhonen
{"title":"Digital work practices that promote informal workplace learning: digital ethnography in a knowledge work context","authors":"Anne Karhapää, Raija Hämäläinen, Johanna Pöysä-Tarhonen","doi":"10.1080/0158037x.2023.2274596","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2274596","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1080/0158037x.2023.2260311
Karin Wastesson, Anna Fogelberg Eriksson, Maria Gustavsson
The aim of the article is to examine first-line managers’ experiences of their managerial role and gender in elderly care. Forty qualitative semi-structured interviews were conducted with first-line managers (35 women and five men) from four different organisations in Sweden. The findings suggest that the role of first-line managers was formed in everyday managerial work in two communities of practice: the care work community and the first-line manager community. The managers’ navigation between these two communities of practice created dual memberships. These memberships differed depending on micropolitical processes which arose in relation to their position, expectations and gender stereotypes. A female norm ruled within the first-line manager community, providing middle-aged women with elderly care experience with a greater legitimacy to control the community, while men were not so easily accepted. On the other hand, the male norm was more prominent in the care work community in line with managerial ideals and male managers received more credit as being more capable as managers. The study contributes by demonstrating that the managerial role and gender manifested themselves in different ways within these two communities of practice and provided different conditions, giving women and men different benefits or unequal conditions for performing leadership.
{"title":"First-line managers’ experience of their role and gender in elderly care","authors":"Karin Wastesson, Anna Fogelberg Eriksson, Maria Gustavsson","doi":"10.1080/0158037x.2023.2260311","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2260311","url":null,"abstract":"The aim of the article is to examine first-line managers’ experiences of their managerial role and gender in elderly care. Forty qualitative semi-structured interviews were conducted with first-line managers (35 women and five men) from four different organisations in Sweden. The findings suggest that the role of first-line managers was formed in everyday managerial work in two communities of practice: the care work community and the first-line manager community. The managers’ navigation between these two communities of practice created dual memberships. These memberships differed depending on micropolitical processes which arose in relation to their position, expectations and gender stereotypes. A female norm ruled within the first-line manager community, providing middle-aged women with elderly care experience with a greater legitimacy to control the community, while men were not so easily accepted. On the other hand, the male norm was more prominent in the care work community in line with managerial ideals and male managers received more credit as being more capable as managers. The study contributes by demonstrating that the managerial role and gender manifested themselves in different ways within these two communities of practice and provided different conditions, giving women and men different benefits or unequal conditions for performing leadership.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136315033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/0158037x.2023.2254244
Jisu Jung, Mei-Jie Lai, Xiaoshi Li
{"title":"Part-time master’s students’ attitudes towards study and work","authors":"Jisu Jung, Mei-Jie Lai, Xiaoshi Li","doi":"10.1080/0158037x.2023.2254244","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2254244","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41623602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1080/0158037x.2023.2234829
H. Shan
{"title":"Expanding engineering practices: immigrant accounts of innovation from a practice-based perspective","authors":"H. Shan","doi":"10.1080/0158037x.2023.2234829","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2234829","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.1080/0158037x.2023.2224236
Cathal de Paor
{"title":"The recognition of prior learning (RPL) as pedagogical practice: tensions and affordances in assessment","authors":"Cathal de Paor","doi":"10.1080/0158037x.2023.2224236","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2224236","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45355369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/0158037x.2023.2224238
G. Kligyte, Bella Bowdler, A. Baumber, Susanne Pratt, Lucy Allen, Adrian Buck, Bem Le Hunte, J. Melvold, T. Key
{"title":"Work-integrated professional learning: shifting paradigms through transdisciplinary engagement","authors":"G. Kligyte, Bella Bowdler, A. Baumber, Susanne Pratt, Lucy Allen, Adrian Buck, Bem Le Hunte, J. Melvold, T. Key","doi":"10.1080/0158037x.2023.2224238","DOIUrl":"https://doi.org/10.1080/0158037x.2023.2224238","url":null,"abstract":"","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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