Dissertations / Theses on the topic 'Informal learning at work'
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Scheurer, Andrew J. "Antecedents of Informal Learning: A Study of Core Self-Evaluations and Work-Family Conflict and Their Effects on Informal Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366270012.
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Bryans, Patricia. "Informal learning at work : two studies of men and women managers." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391319.
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Gobes-Ryan, Sheila A. "Full-Time Teleworkers Sensemaking Process for Informal Communication." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7402.
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Organizations have traditionally accomplished connectivity among their workers by co-locating them in shared organizational workplaces. However, information and communication technologies (ICTs) are offering alternative ways to accomplish this kind of connection. This change raises important questions about what it is possible to accomplish through such mediated communicative connections, and if there are work activities that are best accomplished face-to-face. Practitioners and researchers have historically identified informal communication as a process essential to organizational success that is difficult or impossible to accomplish outside of shared physical environments. This study documents the ways full-time teleworkers are accomplishing informal communication without being in shared work environments. In doing this, this work also identifies for what purposes these participants find shared organizational workplaces important and/or essential for successful informal communication.
To complete this study required that two additional questions needed to be addressed: 1) defining full-time telework in the context of modern ICT-mediated corporate work environments, and 2) a re-examination of the parameters of telework to define them for modern workplace environments, so as be able to use effectively to examine past and present telework research efforts. In order to document the context of each of the participants as fully as possible, a narrative case study based research protocol was used. Participants were engaged through two active interviews and a journaling exercise so as to identify and document instances of informal communication and their purposes or roles in their workdays.
This study’s key finding is that among this group of full-time teleworkers, all were engaging in informal communication to accomplish bonding and learning, both in ways that paralleled those communicative practices commonly accomplished in shared environments, but also in new ways that were made possible because of emergent sociomaterial practices supported by new information and communication technology affordances. While all the study’s participants indicated that their work processes, including informal communication, could be entirely accomplished virtually, nearly all noted the importance of face-to-face communication for key aspects of bonding and learning. Additionally, the successful work practices of these teleworkers were strongly dependent on the ubiquitous adoption of ICT tools and platforms throughout these participants’ organizations, and by the distribution and mobility of increasing numbers of workers, in these organizations and others, that are using these technologies as a routine part of their daily work practices.
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Rapaport, Irene. "Women's informal learning experiences at work : perspectives of support staff in an educational institution." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37229.pdf.
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Niederpruem, Michael G. "The Potency of Informal Learning in Paid and Non-Paid Work: A Mixed Method Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1497472590044364.
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Choi, Woojae. "Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on Informal Learning among Middle Managers in the Korean Banking Sector." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258387882.
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Maluli, Lidiane Mendes. "Aprendizagem formal e informal dos funcionários administrativos de uma instituição educacional." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/601.
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Previous issue date: 2013-02-06The aim of this work was to answer the following question: Which learning activities are present among the business staff of a university? The main goals were: (i) to identify and analyse which work activities, either formal or informal, bring learning knowledge to the business staff of a university; and (ii) to analyse the learning activities, formal and informal, by examining the aspects that facilitate and the obstacles that influence the knowledge acquisition. This work was made in a university in São Paulo city through a quantitative research conducted by means of a survey. The data collection with the business staff was made through a research form based on Slater (2004), adapted to this work. The main results were explored with the use of statistic tools (Excel, SPSS and SmartPLS), which allowed and the confirmatory factorial analysis (based on the final collection results and the pre-test results). The results identified that the staff learn more through informal learning activities, especially when executing their own jobs, interacting with other employees/ students and communicating with themselves. The activities executing their on job and interaction with other employees/students were considered the most important for the administrative employees who took part in the research. The factor individual learning is the one that influences the most the existence of informal learning in the Educational Institution, and it was responsible for 49% of the results in this research.
Este estudo procurou responder ao seguinte problema de pesquisa: Quais atividades de aprendizagem estão presentes entre os funcionários administrativos de uma instituição educacional? Teve como objetivos: (i) identificar e analisar quais atividades de trabalho, tanto formais quanto informais, propiciam aprendizagem entre os funcionários administrativos de uma instituição de ensino; e (ii) analisar as atividades de aprendizagem, formais e informais, examinando-se os fatores que facilitam e os obstáculos que influenciam a aquisição de conhecimento. O estudo foi realizado em uma instituição de ensino da cidade de São Paulo por meio de uma pesquisa quantitativa conduzida a partir de um levantamento (survey). A coleta de dados, realizada com os funcionários administrativos, envolveu o preenchimento de um formulário de pesquisa oriundo do estudo de Slater (2004) e adaptado para este trabalho. Os resultados encontrados foram explorados com base em ferramentas estatísticas (Excel, SPSS e SmartPLS), que propiciaram a execução da análise fatorial confirmatória (a partir dos resultados do pré-teste e da coleta final). Os resultados identificaram que os funcionários aprendem mais por meio de atividades de aprendizagem informal e em especial ao executar seu próprio trabalho, interagir com outros funcionários/alunos e pela comunicação pessoal entre eles. As atividades execução do próprio trabalho e interação com outros funcionários/alunos foram apontadas como as mais importantes para os funcionários administrativos que participaram da pesquisa. O fator aprendizagem individual é o que mais influencia a existência de aprendizagem informal na Instituição Educação e foi responsável por 49% do resultado da pesquisa.
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Gutkowski, Nicolas Joshua. "Designing Cultural Heritage Experiences for Head-Worn Augmented Reality." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103619.
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History education is important, as it provides context for current events today. Cultural heritage sites, such as historic buildings, ruins, or archaeological digs can provide a glimpse into the past. The use of different technologies, including augmented and virtual reality, to teach history has expanded. Augmented reality (AR) in particular can be used to enhance real artifacts and places to allow for deeper understanding. However, the experiences born out of these efforts primarily aim to enhance museum visits and are presented as handheld experiences on smartphones or tablets. The use of head-worn augmented reality for on-site history education is a gap. There is a need to examine how on-site historical experiences should be designed for AR headsets. This work aims to explore best practices of creating such experiences through a case study on the Solitude AR Tour. Additionally comparisons between designing for head-worn AR and handheld AR are presented.Master of Science
There is a need for the general public to be informed on historical events which have shaped the present day. Informal education through museums or guided tours around historical sites provides an engaging method for people to become more knowledgeable on the details of a time period or a place's past. The use of augmented reality, which is the enhancement of the real-world through virtual content visible through some sort of display such as a smartphone, has been applied to history education in these settings. The educational apps created focus on adding onto museum exhibits, rather than historical locations such as buildings or other structures. Additionally they have focused on using smartphones or tablets as the medium for virtual content, rather than headsets, which involves wearing a display rather than holding one. This work aims to address the lack of headset-based, on-site history experiences by posing questions about what methods work best for designing such an app. Comparisons to handheld design are also made to provide information on how the approach differs.
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Gaudry, Muller Anne. "Des apprentissages infirmiers informels à l’organisation apprenante : étude des perceptions d’apprentissage et de soutien organisationnel dans deux établissements de santé." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100133.
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Au regard des mutations notamment celles du contexte hospitalier et de l’évolution constante des savoirs à mobiliser dans la pratique quotidienne, la professionnalisation des infirmières devient un enjeu et une nécessité.Cette recherche développe une approche compréhensive du phénomène des apprentissages infirmiers informels. L’objet de recherche porte à la fois sur la perception d’apprentissage des professionnelles dans le quotidien du travail et sur leur perception de soutien organisationnel d’apprentissage de leur établissement de santé. Le sujet est traité en articulant le niveau microsociologique, celui de l’infirmière sujet social apprenant et le niveau macro sociologique, celui de l’organisation.Dans une recherche qualitative, nous mettons en exergue les pratiques d’apprentissage informel sur le terrain. Ces apprentissages informels, c'est-à-dire secondaires aux activités de la vie quotidienne, ni organisés ni structurés, ont un caractère non intentionnel la plupart du temps (Cedefop, 2009). Le corpus des apprentissages s’appuie sur des données empiriques recueillies lors d’une recherche exploratoire à l’aide d’un journal de bord auprès de trente professionnelles sur deux terrains, une clinique et un hôpital. L’analyse des résultats de la première phase conduit à l’élaboration de catégories des contenus, des occasions, des ressources donnant lieu à perception d’apprentissage. Un questionnaire valide ces résultats à grande échelle dans les deux établissements de santé puis interroge la perception de soutien organisationnel d’apprentissage.Ces deux recherches qualitative et quantitative montrent que les perceptions d’apprentissage et de soutien organisationnel d’apprentissage des infirmières dépendent à la fois des caractéristiques propres aux professionnelles et de celles de l’environnement de travail. L’hôpital pourrait alors être considéré comme un archipel d’îlots apprenantsIn regard of transformations, especially concerning hospitals and the constant evolution of required knowledge in daily practice, the professionalization of nurses is a challenge and a necessity. This research develops a comprehensive approach to the phenomenon of informal learnings of nurses. The purpose of this research focuses on both the learning perception of professionals in their daily work and their perception of organizational support for learning in their health facility. The subject is dealt with by articulating the micro-sociological level of the nurse as a learner and the macro sociological level of the organization.In the qualitative research, informal learning practices are highlighted. This informal learning, second to the daily activities, neither organized nor structured, have a non-intentional character most of the time (Cedefop, 2009). The corpus of informal learning is based on empirical data collected during an exploratory search using a logbook with thirty professionals in two different fields, a private clinic and a hospital. Analysis of the results of the first phase led to the development of categories of contents, opportunities, resources, leading to learning perception. A questionnaire validates these results on a large scale in the two establishments and questions the perception of organizational learning support. Both qualitative and quantitative research show that learning perceptions and organizational learning support of nurses depend both on the specific characteristics of the professionals and those of the working environment. The hospital could then be considered as made of learning islets
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Groth, Susanna. "Once I was curious, I wasn't as scared : Informellt lärande vid plötslig förändring." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-440815.
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Psykoterapeuterna i denna studie gick från att träffa sina patienter på en mottagning, till att distansarbeta online i Mars 2020. Förändringen var såväl påtvingad som plötslig och innebar ett nytt sätt att arbeta, vilket förde med sig utmaningar såväl som lärande. Denna flermetodsstudie som bygger på en enkät, följd av fem semi-strukturerade intervjuer och har haft för avsikt att undersöka dels hur deltagarna uppfattade och hanterade förändringen, dels vilket informellt lärande den resulterade i. Vidare har den även haft som syfte att undersöka om distansarbetet påverkat eventuella implicita psykologiska kontrakt mellan patienter, psykoterapeuter och arbetsgivare. Det insamlade materialet har sammanställts och resultatet har presenterats i relation till tidigare forskning, samt analyserats med hjälp av Michael Erauts typologi av olika typer av informellt lärande. Studien visar att trots initialt motstånd har merparten av deltagarna, på egen hand, funnit sätt att anpassa eller utveckla sitt tidigare arbetssätt till det nya formatet. Sociala kontakter har spelat en viktig roll för att bearbeta förändringen och nyfikenhet inför det nya har visat sig vara en positiv komponent medan upplevd isolering har varit negativ. Vidare framkommer att det sociala respektive psykologiska kontraktet till såväl arbetsgivare som patient har påverkats av förändringen, om än inte alltid på liknande sätt.Psychotherapists in this study went from seeing clients face to face to working online, remotely from one week to another in March 2020. The change was obligatory as well as sudden and the new way of working brought challenges, but also learning. This mixed method study has through a survey, followed by five semi structured interviews, attempted to learn more about the participants attitudes to the change, how they handled the new situation and the informal learning that took place as a result of it. Furthermore, the study also looks at the effect that working remotely has had on any potential implicit psychological contracts between client, psychotherapist and employer. The result of the study was first presented in relation to previous research, then analysed with the help of Michael Eraut’s Typology of Informal Learning. The study shows that the majority of the participants have in spite of initial resistance, independently found ways of adapting their way of working, or develop it, to suit the new situation. Social contacts have played an important role in processing the change and curiosity has been a positive component whereas perceived isolation has been detrimental. The social and psychological contract to employer as well as client is found to have been affected by the change, though not in similar ways.
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Cloonan, Daniel Peter. "The extension need : learning through dialogue : a theory-informed extension practice /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.132358/index.html.
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Thesis (M. Sc. (Hons.)--University of Western Sydney, Hawkesbury, 1996."A thesis submitted to the School of Agriculture and Rural Development, University of Western Sydney, Hawkesbury for the degree of Master of Science (Honours) -- T.p. Includes bibliographical references (p. 165-183).
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Cloonan, Daniel Peter, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "The extension need : learning through dialogue : a theory-informed extension practice." THESIS_FSTA_ARD_Cloonan_D.xml, 1996. http://handle.uws.edu.au:8081/1959.7/763.
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Following concerns expressed by canegrowers in the Burdekin River Irrigation Area (BRIA) of Northern Queensland regarding rising groundwater and salinity the Department of Primary Industries instigated action to investigate and develop Best-On-Farm Water Management Practices. The purposes of this project were to improve landholder awareness of water use to maximise cane production while minimising the likelihood of salinity and changes in the groundwater balance, and to facilitate the development of soil and water management practices on a range of soils in the BRIA. The project lasted for 12 months, and this short duration affected research methodologies and techniques selected. Groups of farmers were organised, participation was good and useful outcomes resulted. These included: improved landholder awareness of the relationships between salinity, water use and groundwater; identification of a range of best practices; identification of social theories about water management practices; development of an extension model based on the value of indigenous knowledge; equality between government and farmers; examination of underlying assumptions in relation to water management by both government and farmers; identification of issues for future research and extension.Master of Science (Hons)
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Green, Wictor, and Oskar Edström. "Digitaliseringens påverkan på medarbetaresutveckling ur ett chefsperspektiv : Faktorer som möjliggör och förhindrar informellt lärande i en digital arbetsmiljö." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-434277.
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The purpose of this study is to examine managers' perceived influence on informal learningwithin their work team in a digitalized work environment. The study uses a qualitative methodwith the empirical material gathered using interviews. The data was, after the interviews, interpreted using a hermeneutic orientation. The study's informants are department managers in knowledge intensive workplaces from five different organizations. The results have been interpreted with the help of Illeris (2004) model of workplace learning. After analyzing theempirical data, four themes can be identified: resources, communication, culture and relationship oriented leadership. The result indicates that the informants have a good understanding of what it takes, both from the organization and from their perspectives as managers to enable informal learning. Because of the ever-changing digital work-environment,where remote work is frequent, a fully functioning communication for ideal learning is missing according to the informant's liking. Furthermore the digitized work environment is still in itscrate and that new technical solutions to enable informal learning are being developed continuously in all of the informants organizations. It is harder to establish cohesiveness and organizational culture with work being remote, because there is, for example lack, of everyday conversations. Instead, focus lies on purpose driven conversations and meetings and not at all the spontaneous meetings that happen when people are on site physically. The conclusion is thus that the digital tools are very much established. There is constant development to integrate and digitize training to simplify the informal learning, even if remote work occurs. Organizations and work content is in a transformational phase and has been put to the test during the covid-19 pandemic. What we can identify is that remote work is not changing the way we work all that much. Instead, it is dissolving the physical workplace. The result of these changes is the lack of cohesiveness and the everyday conversations which are fundamental and paramount to establish informal learning.Studien syftar till att bidra med kunskap om hur chefer anser att de kan påverka till informellt lärande i en digital arbetsmiljö. Undersökningen är av en kvalitativ metod - empirin är insamlad via semistrukturerade intervjuer. Empirin tolkas utifrån en hermeneutisk ansats. Informanterna är avdelningschefer för kunskapsintensiva arbetsbefattningar på fem olika organisationer. Resultaten tolkas med hjälp av Illeris (2004) modell för arbetsplatslärande. Efter den insamlade empirin analyserats identifieras fyra teman: resurser, kommunikation, kultur och relationsorienterad. Resultatet indikerar att informanterna har en god uppfattning av vad som krävs både från organisation och i deras position som chef för att möjliggöra informellt lärande. I en alltmer digital arbetsmiljö där distansarbete är frekvent, saknas en fullt fungerande kommunikation för att möjliggöra ett idealt lärande enligt informanternas tycke. Den digitala arbetsmiljön är i sin linda och nya tekniker för att möjliggöra informellt lärande sker kontinuerligt på flera av organisationerna. Informanterna indikerar även att det är svårare att etablera en samhörighet och gemensam kultur vid distansarbete eftersom den kommunikationen är begränsad. Det blir mer fokus på syftesdrivna samtal och möten, och inte alls lika spontana möten som kan genomföras när samtliga är på plats fysiskt. Slutsatsen är således att de digitala verktygen är starkt etablerade, och det jobbas på att integrera och digitalisera utbildningar för att göra det enklare att etablera det informella lärandet även om distansarbete uppstår. Organisationer och arbeten är i en omställningsfas och har satts på sin spets nu under covid-19 pandemin. Det vi ser är att arbetet i sig inte förändras med distansarbete utan att det snarare handlar om en upplösning av den fysiska arbetsplatsen. Med detta kommer en avsaknad av samhörighet och spontan kommunikation som är grundläggande för att etablera det informella lärandet.
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Ahlbom, Adam, and Johan Backlund. "Var det bra så? : En kvalitativ studie om arbetsrotation och lärande i ICA-butiker." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254339.
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Denna studie görs inom det arbetslivspedagogiska fältet och behandlar arbetsrotation på ICA-butiker. Syftet är att undersöka hur arbetsrotation sker hos medarbetare inom olika ICA-butiker och vilken betydelse det får för lärandet. Lärandet som undersöks är hur individer kan tillgodogöra sig yrkeskunskap utifrån de läroprocesser och lärandesituationer som uppstår i samband med arbetsrotation. De teoretiska verktyg som används grundar sig i Ellströms feed-forward och feed-back faser, de tre regleringsnivåerna av lärande samt en teori om subjektiva och objektiva handlingsutrymmen. Studien använder sig även av Börnfelts teori om en formell och informell organisation. Den metod som använts är kvalitativ och grundar sig i öppna intervjuer med åtta anställda från ICA-butiker med olika butiksformat, med det syftar vi till ICAs butiksformat; Nära, Supermarket, Kvantum och Maxi. Intervjuerna har transkriberats och analyserats ner till fyra olika teman; Arbetets innehåll, Avvikande situationer, Formellt Medarbetarskap och Informella Relationer. Resultatet visar att om anställda roterar mellan avdelningar eller ställs inför utmaning öppnar det upp individers handlingsutrymme, vilket leder till feed-forward faser som i sig genererar lärosituationer där anställda kan lära sig på en begreppslig- och intellektuell nivå. I flertal butiker bestämmer den formella organisationen det objektiva handlingsutrymmet men studien visar att den informella organisationen kan skapa sitt eget objektiva handlingsutrymme. Detta ställer visserligen krav på att det förekommer ett subjektivt handlingsutrymme i form av kunskap eller erfarenhet. I de butiker där ett tydligt objektivt handlingsutrymme ges tenderar anställda att hjälpa varandra inom och över avdelningar i högre utsträckning. I studien konstateras också att arbetsrotation gynnas av kollegiala relationer. Resultatet av studien kan användas för att vidare studera arbetsrotationens inverkan på lärande. Studien kan med fördel användas av yrkesverksamma inom ICA-butiker i syfte att få ökad förståelse för vilka konsekvenser som kan förbindas med införandet av arbetsrotation.This paper examines job-rotation in ICA-stores within the pedagogy of working life. The purpose of this study is to determine how job-rotation works in ICA-stores and its relevance to learning from a employee perspective. The area of learning that we are investigating is how individuals assimilate knowledge from their professions through learning processes and situations during a job-rotation. The theoretical tools used in this study are based on Ellströms views on the feed-forward and feed-back phases, on Ellströms three levels of learning to conceptualise the act of learning, and finally on the theory of the subjective and objective spaces of action in regards to the learning situation. The paper mentions Börnfelts theories of formal and informal organisation as well. We used a qualitative method based on open interviews with eight employees from different ICA-stores, varied in both location and size. All interviews have been transcribed and analysed into four themes: The Content of the Work, Daily Obstacles/everyday situation, Formal Teamwork, and Informal Relations. The results of these interviews show that if employees rotate between departments, so called “revolving work tasks,” or face challenges within their own work tasks, the individuals acting space is opened up. This results in feed-forward and feed-back phases, which in turn generate the learning situations where the employees can learn on a conceptual and intellectual level. In several stores, the formal organisation creates an objective space of action for the employees, but the study shows that an informal organisation can also create their own objective space of action. If this is going to happen, employees must acquire a subjective space of action in the form of knowledge or experience. In a store with a clear objective space of action, employees tend to help each other more within and over departments. The study also states that a good relation between coworkers facilitates job-rotation. The results of the study can be used as a basis for further study of the way job-rotation affects learning. The study lends itself well to be used by people now working at ICA-stores, in order to get a better understanding of the consequences that can be connected to the introduction of job-rotation.
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Loos, Jana [Verfasser], Christian [Akademischer Betreuer] Stamov-Roßnagel, Christian [Gutachter] Stamov-Rossnagel, Sonia [Gutachter] Lippke, and Leena [Gutachter] Pundt. "Facilitation of informal learning at work: Antecedents and tailored intervention designs for the steel industry and beyond / Jana Loos ; Gutachter: Christian Stamov-Rossnagel, Sonia Lippke, Leena Pundt ; Betreuer: Christian Stamov-Roßnagel." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2017. http://d-nb.info/1138438529/34.
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Garavito-Bermúdez, Diana. "Learning ecosystem complexity : A study on small-scale fishers’ ecological knowledge generation." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133601.
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Small-scale fisheries are learning contexts of importance for generating, transferring, and updating ecological knowledge of natural environments through everyday work practices. The rich knowledge fishers have of local ecosystems is the result of the intimate relationship fishing communities have had with their natural environments across generations (see e.g. Urquhart and Acott 2013). This relationship develops strong emotional bonds to the physical and social place. For fishing communities and fishers – who depend directly on local ecosystems to maintain their livelihoods – fishing environments are natural places for living, working and defining themselves. Previous research on fishers’ ecological knowledge has mainly been descriptive, i.e., has focused on aspects such as reproduction, nutrition and spatial-temporal distribution and population dynamics, from a traditional view of knowledge that only recognises scientific knowledge as the true knowledge. By doing this, fishers’ ecological knowledge has been investigated separately from the learning contexts in which it is generated, ignoring the influence of social, cultural and historical aspects that characterise fishing communities, and the complex relationships between fishers and the natural environments they live and work in. This thesis investigates ecological knowledge among small-scale fishers living and working in the ecosystems of Lake Vättern and the Blekinge Archipelago (Baltic Sea) in Sweden and explores how ecological knowledge is generated with particular regard to the influences of work and nature on fishers’ knowledge of ecosystems. The aim of this thesis is to contribute to the knowledge and understanding of informal learning processes of ecosystem complexity among small-scale fishers. This knowledge further contributes to the research field of ecological knowledge and sustainable use and management of natural resources. It addresses the particular research questions of what ecological knowledge fishers generate, and how its generation is influenced by their fishing work practices and relationships to nature. The thesis consists of three articles. Article I focuses on the need to address the significant lack of theoretical and methodological frameworks for the investigation of the cognitive aspects involved in the generation of ecological knowledge. Article II deals with the need to develop theoretical, methodological and empirical frameworks that avoid romanticising and idealising users’ ecological knowledge in local (LEK), indigenous (IEK) and traditional (TEK) ecological knowledge research, by rethinking it as being generated through work practices. Article III addresses the lack of studies that explicitly explore theories linking complex relations and knowledge that humans form within and of ecosystems. It also addressed the lack of attention from environmental education researchers to theory and empirical studies of ‘sense of place’ research, with a particular focus on environmental learning. Research into the question of what ecological knowledge fishers generate shows differences in their ways of knowing ecosystem complexity. These differences are explained in terms of the influences of the species being fished, and the sociocultural contexts distinguishing fishers’ connection to the fishing profession (i.e., familial tradition or entrepreneurship) (Article I), but also by the fishing strategies used (Article II). Results answering the research question of how work practices influence fishers’ knowledge of ecosystem complexity show a way of rethinking their ecological knowledge as generated in a continuous process of work (Article II), thus, far from romantic views of knowledge. Results answering the research question of how fishers’ relationships to nature influence their knowledge of ecosystem complexity demonstrate the complex interconnections between psychological processes such as identity construction, proximity maintenance and attachment to natural environments (Article III). Finally, more similarities than differences between fishers’ knowledge were found, despite the variation in cases chosen, with regards to landscape, target species, regulations systems and management strategies, fishing environments scales, as well as cultural and social contexts.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.
Ecological knowledge and sustainable resource management: The role of knowledge acquisition in enhancing the adaptive capacity of co-management arrangements
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Fontana, Cristiane Gomes de Carvalho. "Aprendizagem de coordenadores de curso em instituições de ensino superior privadas." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/573.
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Previous issue date: 2012-03-01Fundo Mackenzie de Pesquisa
This research had as an objective to understand the learning process of associate deans in private institutions of tertiary education. It has attempted to identify and interpret the main dimensions of the action of this professional and compare his learning process in different environment universities and colleges. The study leaned on, above all, discussions about formal and informal learning and the learning that happens at work. In the study of the literature, the scenario of institutions of tertiary education in Brazil was presented to contextualize them. The discussions about the dimensions of the action of the associate deans were also presented. It has been conducted a basic qualitative interpretative study with eight associate deans in Administration. The main strategy used for the collection of data was the semi-structured interview, however, the informal observation on the workplace and the consultation to the sites of the institutions involved also complemented the analysis. The results show that the deans learn the dimension of the team work, political dimension,technical dimension and critical-reflexive dimension, mainly, through informal practices, standing out the interactions that happen in the institutions, the experiences obtained throughout the professional career and in the practice of his work. It has found out that the different environment influence what (content) and how (process) they learn. The lack of sponsorship to programs designed to build up capacity and the excess load of work were some of the factors identified and considered obstacles in the learning process of these deans.
Esta pesquisa teve como objetivo compreender o processo de aprendizagem de coordenadores de cursos de graduação em Administração inseridos em Instituições de Ensino Superior Privadas. Procurou-se identificar e interpretar as principais dimensões da ação desse profissional e comparar seu processo de aprendizagem em diferentes ambientes universidades e faculdades. O estudo apoiou-se, sobretudo, nas discussões sobre a aprendizagem formal e informal e a aprendizagem que ocorre no trabalho. Na revisão da literatura foram apresentados o cenário das instituições de ensino superior no Brasil procurando contextualizá-las e as discussões sobre as dimensões da ação do coordenador de curso. Foi conduzido um estudo qualitativo interpretativo básico com oito coordenadores de cursos de graduação em Administração. A estratégia fundamental utilizada para a coleta de dados foi a entrevista semiestruturada, no entanto, a observação informal dos locais de trabalho e a consulta aos sites das instituições envolvidas também complementaram as análises. Os resultados mostram que os coordenadores aprendem a dimensão do trabalho coletivo, dimensão política, dimensão técnica e dimensão crítico-reflexiva, principalmente, por meio de práticas informais, destacando-se as interações que ocorrem nas instituições, as experiências obtidas no decorrer da carreira profissional e no exercício de seu trabalho. Constatou-se ainda que os diferentes ambientes (Universidade x Faculdade) influenciam o que (conteúdo) e como (processo) aprendem. O pouco patrocínio a programas de capacitação e a sobrecarga de trabalho foram alguns dos fatores identificados e considerados obstáculos no processo de aprendizagem desses coordenadores.
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Anderson, David. "The development of science concepts emergent from science museum and post-visit activity experiences : students' construction of knowledge." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36601/1/David_Anderson_Thesis.pdf.
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This research investigated students' construction of knowledge about the topics of magnetism and electricity emergent from a visit to an interactive science centre and subsequent classroom-based activities linked to the science centre exhibits. The significance of this study is that it analyses critically an aspect of school visits to informal learning centres that has been neglected by researchers in the past, namely the influence of post-visit activities in the classroom on subsequent learning and knowledge construction. Employing an interpretive methodology, the study focused on three areas of endeavour. Firstly, the establishment of a set of principles for the development of post-visit activities, from a constructivist framework, to facilitate students' learning of science. Secondly, to describe and interpret students' scientific understandings : prior t o a visit t o a science museum; following a visit t o a science museum; and following post-visit activities that were related to their museum experiences. Finally, to describe and interpret the ways in which students constructed their understandings: prior to a visit to a science museum; following a visit to a science museum; and following post-visit activities directly related to their museum experiences. The study was designed and implemented in three stages: 1) identification and establishment of the principles for design and evaluation of post-visit activities; 2) a pilot study of specific post-visit activities and data gathering strategies related to student construction of knowledge; and 3) interpretation of students' construction of knowledge from a visit to a science museum and subsequent completion of post-visit activities, which constituted the main study. Twelve students were selected from a year 7 class to participate in the study. This study provides evidence that the series of post-visit activities, related to the museum experiences, resulted in students constructing and reconstructing their personal knowledge of science concepts and principles represented in the science museum exhibits, sometimes towards the accepted scientific understanding and sometimes in different and surprising ways. Findings demonstrate the interrelationships between learning that occurs at school, at home and in informal learning settings. The study also underscores for teachers and staff of science museums and similar centres the importance of planning pre- and post-visit activities, not only to support the development of scientific conceptions, but also to detect and respond to alternative conceptions that may be produced or strengthened during a visit to an informal learning centre. Consistent with contemporary views of constructivism, the study strongly supports the views that : 1) knowledge is uniquely structured by the individual; 2) the processes of knowledge construction are gradual, incremental, and assimilative in nature; 3) changes in conceptual understanding are can be interpreted in the light of prior knowledge and understanding; and 4) knowledge and understanding develop idiosyncratically, progressing and sometimes appearing to regress when compared with contemporary science. This study has implications for teachers, students, museum educators, and the science education community given the lack of research into the processes of knowledge construction in informal contexts and the roles that post-visit activities play in the overall process of learning.
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Albinsson, Anders. "”De va svinhögt typ 250 kilo” : Förskolebarns mätande av längd, volym och tid i legoleken." Licentiate thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-124659.
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The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time. The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context. The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.
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Gilbert, Theo. "Using the psychological concept of compassion to inform pedagogic strategies for higher education seminars." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16366.
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This study used the university discussion-based seminar with the aim of exploring and improving students' experiences of face-to-face group work in Higher Education. The purpose was to devise a pedagogic strategy to address the communicative barriers that extant research and literature suggests often arise between ethnically and/or internationally different student groups in universities. A critical examination of literature relevant to co-operative behaviours in groups was undertaken across disciplines. The result was the assembly and development of a theoretical basis for designing a pedagogy that attends explicitly to compassion in HE teaching, learning and assessment. Compassion is relevant to co-operative behaviours. It is recognised across disciplines and it is valued across cultures. It is defined as the noticing of distress or disadvantaging of others, and then taking action to reduce this. The compassion-focussed pedagogy was then applied in discussion-based seminars across different subjects in a UK university. The study adopted an action research approach, which was divided into two cycles. Cycle 1 was conducted amongst mainly white, local students in a Humanities department where (n=105) students were observed in their seminars, some of whom (n=14) participated in one-to-one interviews or focus groups. Cycle 2 was conducted amongst more diverse cohorts of students in the same HEI's Business department where (n=135) students were observed, some of whom (n=20) participated in one-to-one interviews or focus groups. In total (n=9) seminar tutors were observed and interviewed. Five sampling methods and seven data collection tools were combined to support the use of Template Analysis for comparative, thematic data analysis. Overall, most students made use of the compassion-focused pedagogy, adapting and developing it in seminar discussions to benefit the learning and social experiences of themselves and others. Data from three students helped explore why the pedagogy might not be suitable for all students. There was evidence of a positive impact on seminar academic outcomes in terms of assessment for critical thinking skills, particularly for BME students, although this result is offered cautiously and requires further research. The main indications from the study are that explicit work with the concept of compassion, including overt formal assessment of its use, can be unintrusive on subject material (a tutor concern), ethically appropriate, and beneficial to enhancing social and learning interconnectivity between students. Traditional/ standard categorisations of students as local or international in origin are also found to be extremely problematic and profoundly unhelpful in understanding and unlocking communicative barriers between students.
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Sampson, Allison. "INFORMING SOCIAL WORK PRACTICE THROUGH THE ENHANCEMENT OF THE BIOLOGICAL PERSPECTIVE: A COURSE INTERVENTION MODEL FOR HUMAN SERVICE PROFESSIONALS WORKING WITH YOUTH AND PROBLEMS OF CONDUCT." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2306.
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The purpose of this study is to evaluate the effectiveness of an intervention model designed to enhance practitioners’ biological lens when using a biopsychosocial-spiritual model of holistic assessment and planning. The specific intervention utilized is a course curriculum developed to broaden human service professionals’ (including clinical social work professionals) understanding of attachment theory, neuroscience and trauma informed methods of practice. The course teaches professionals how to apply this knowledge to clinical assessment and intervention planning with youth who have experienced significant trauma in their lives and exhibit problems of conduct. Using an experimental design, participants from a large private mental health organization were asked to evaluate the impact of curriculum on their 1) knowledge of attachment theory, trauma informed practice and neurobiology; 2) attitudes concerning the relevance of trauma-informed practice, the biological perspective and consequence focused models of intervention; and 3) assessment and intervention planning strategies. The curriculum focused its application on youth who have experienced significant levels of trauma and display conduct related behavior problems. Group differences for the workshop intervention group and waitlist control group are discussed. Additionally, a preliminary evaluation of differences between two different intervention groups (participants in the Distance Learning version of the course and the Workshop Seminar version of the course) was conducted.
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Loite, Karin. "Glosor i matte? : En kvalitativ studie om fem lärares användning av formellt/informellt matematikspråk samt om deras uppfattning om dessa två begrepp." Thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144732.
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Språket i matematiken är speciellt på många sätt – det är abstrakt, precist och kan innehålla ord som även finns i det språket vi använder i vardagen. Också ord och begrepp som räknas som rent matematiska kan vara mer eller mindre korrekta beroende på sammanhang. Skolverket har presenterat en uppdelning av matematikspråket där ord och begrepp indelas i formella, informella och vardagliga matematikord. Till exempel, ord som ”gångra” och ”multiplicera” kan användas synonymt i klassrumssituationer men inte i någon mer formell situation. Syftet med detta arbete har varit att få fördjupad kunskap om lärares språkanvändning inom ämnet matematik i gymnasieskolan, och detta har nåtts genom att besvara följande forskningsfrågor: (1) i vilken utsträckning använder lärarna det formella respektive det informella matematikspråket i sin undervisning? (2) på vilket sätt anser de undervisande lärarna att det formella språket respektive det informella språket bör användas i undervisningen. Klassrumsobservationer, som användes för att besvara den första forskningsfrågan, visade att lärare gör olika vad som handlar om deras användning av det formella matematikspråket beroende på typen av kommunikation medan omfattningen av informellt och vardagligt språk i klassrumskommunikationen inte är beroende av det lika mycket. Intervjustudien, som användes för att ta reda på hur lärarna anser att det formella och det informella matematikspråket bör användas, visade att lärarna på överlag är överens om att både det formella och informella språket är viktigt att använda i klassrummet. Som exempel för situationer där det formella matematikspråket kan användas nämndes av lärarna bland annat provsituation och introduktion av ett nytt material, och som exempel på situationer där det informella matematikspråket kan användas nämndes situationer där elever behöver hjälp med förståelse av koncept samt allmänt arbete med matematik i klassrummet.
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Black, Graham. "Developing museum display for informal learning." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/115/.
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Bakic, Jovan. "Supporting informal awareness in order to facilitate informal communication in remote work contexts." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43188.
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This thesis seeks to understand how informal awareness, the presence and availability information of coworkers, can be provided in remote contexts through technology. Based on a workplace study, it was discovered that informal communication is an important part of work and is inadequately supported by current technology. Through research, it was suggested that information on presence and availability is that which facilitates informal communication. In order to design for this situation, this thesis features six interactive peripheral display prototypes which seek to provide informal awareness in an unobtrusive and effortless way to geographically distributed coworkers. Going beyond monitors, these prototypes seek to utilize natural human sensory-motor capabilities to ease perception and interaction. The results suggest such devices are appropriate at mediating awareness and have the potential to facilitate informal communication.
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Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.
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付記する学位プログラム名: デザイン学大学院連携プログラムKyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授 緒方 広明, 教授 守屋 和幸, 教授 黒田 知宏
学位規則第4条第1項該当
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Moser, Michele R. "Breaking Down Silos: Developing Trauma-Informed Care Through a Community Based Learning Collaborative." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4969.
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The Attachment, Self-Regulation, and Competency (ARC) treatment framework is a “whole-systems” intervention which focuses on children and youth with complex trauma histories and attachment difficulties. ARC encourages intervention in layers to build a safe and secure caregiving system around a child. The layers include the child, caregivers, treatment providers, child welfare workers, teachers, and case managers. We developed an ARC Community Based Learning Collaborative (CBCL) to bring these layers together to create a safe andsupportive group experience and environment in which members of the child’s caregiving system can begin to build a common language and understanding of trauma that results in collaborated and coordinated trauma informed interventions to improve symptoms and decrease disrupted placement for youth in care. The overall goal of the ARC CBLC is to build highly functioning teams whose members have the knowledge and skills to apply the core principles of the ARC framework in accordance with their roles in the child’s caregiving system to promote healing and resiliency. This session will outline the development and implementation of the ARC CBLC, outcomes,and lessons learned.
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Vo, Ngoc Thi Bao. "College students' choice of informal learning spaces." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182617.
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Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning." Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.
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This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.
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Grochowski, Julie. "Predictors of Independent Living Outcomes Among Older Women Receiving Informal Care." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1685.
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This study examined the predictors of independent living outcomes among community–living older women who received informal care. The central hypothesis was that older women’s level of functioning is influenced by their relationship with their informal caregiver. The study attempted to understand the independence of older women through the perspective of both informal caregivers and the older women themselves. The following eight variables were measured: 1) the older women’s independence (dependent variable); 2) the relationship between older women and their informal caregivers (independent variable); 3) roles of both the informal caregiver and older women (independent variable); 4) the older women’s attitudes toward aging (independent variable); 5) the older women’s age identity (independent variable); 6) the older women’s health (control variable); 7) the older women’s level of social support (control variable); and 8) the older women’s level of depression (control variable). The variables were measured from the perspective of the older woman herself and her informal caregiver. This study used an ecological and developmental framework along with role theory to understand the interaction among the aforementioned variables through a cross-sectional design. The recruited older women participants of this study were receiving ongoing care and personal assistance from two large home care agencies located in Miami, FL. An analysis was conducted through a mixed-methods incorporated into the study design. The present study aimed to contribute to the understanding of how the relationship between older women and their informal caregivers influences older women’s ability to maintain independent outcomes. The primary finding of this study was that there were both positive and negative experiences within the relationship dynamic of older women and their informal caregivers and that this relationship was either unidirectional or bi-directional.
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Egetenmeyer, Regina. "Informal learning in betrieblichen Lernkulturen eine interkulturelle Vergleichsstudie." Baltmannsweiler Schneider-Verl. Hohengehren, 2007. http://d-nb.info/988231050/04.
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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.
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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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Ruiters, Astrid. "Proficiency enhancement in the workplace through informal learning." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4514.
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Magister Commercii (Industrial Psychology) - MCom(IPS)The study examines three emerging salient themes. Firstly, it highlights the current perception of informal learning in the workplace which has multiple definitions and descriptions. The second theme draws attention to the sociocultural structures and the impact on individual engagement in workplace learning. The last theme illustrates the potential of informal learning and how individuals and their learning environment at work cannot function independently. Employees no longer have time for the inefficiencies of the past, old-style training they want to be co-participants in learning not simply receivers (Cross, 2007).By diagnosing the current status of informal workplace learning, the research examines the employee engagement, the perceived factors that affect learning engagement and explores the links between informal workplace learning and the performance of the organisation. Against the background of informal learning in the workplace, a learning organisation has been characterised, as an organisation that has development in place that supports learning and recognises the value of learning and extends itself towards the enhancement of employee’s proficiency and transfer of learning to others (Berg & Chyung, 2008).
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Clough, G. "Geolearners : informal learning with mobile and social technologies." Thesis, Open University, 2009. http://oro.open.ac.uk/19035/.
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This thesis investigates how mobile and social technologies are influencing informal learning in the context of online community membership. The development of mobile technologies that use Global Positioning System (GPS) data to pinpoint geographical location together with the rapidly evolving Web 2.0 applications supporting the creation and consumption of content suggest a potential for cooperative informal learning linked to location. This research explores whether this potential has been realised. Two pilot studies were conducted, a technology-enhanced Birdwatch (16 participants) and a GPS-guided Nature Trail (11 participants) to evaluate the effects of connected, location aware technology on informal learning and community building. The main study focused on the Geocaching community, a geographically dispersed group who use mobile and Web 2.0 technologies to link the virtual social spaces of the internet with the physical spaces that surround them. This research built on insights from the Mobilearn project that mobile learning is connected to the mobility of the learner moving between different sources of technological and social resources, rather than the technology (Attewell and Savill-Smith, 2004). Online survey participants were recruited from the Geocaching forums. From the 659 responses, five linked case studies were selected for interviews. This data was supplemented by information collected from the Geocaching website and forums and analysed using qualitative techniques. The work reported in this thesis reinforces the Preece and Shneiderman (2009) four stage communities model, illustrating that learning opportunities are built into the community membership trajectory. It uncovered novel ways of using mobile and Web 2.0 technologies to create learning activities connected to location. It also revealed a growing undercurrent of cooperative informal learning through distributed networks of connected individuals who made innovative use of both mobile and social technologies to create a persistent digital narrative of location which served as a community resource.
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Hunter, Kierstyn. "Gendering Organizational Learning| Describing Gendered Patterns in Formal and Informal Organizational Learning." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120219.
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This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.
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Lai, Yang. "Learning Copyright in Chinese Fandom: A Study of Informal Learning in Cyberspace." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605279450637024.
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Edvardsson, Fannie, and Jesper Enghoff. ""Är dina arbetsuppgifter för svåra för dig?” : En studie om kompetensutveckling hos sjukvårdspersonal." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42086.
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Sjukvården är den arbetsplats som anses vara särskilt utsatt för arbetsrelaterad stress och har under senare år fått uppmärksamhet inom forskning. Sjuksköterskor rapporterar att de upplever stress för att de inte har tillräcklig kompetens för att kunna hantera sitt arbete. Samtidigt ska arbetsplatsen säkerställa att medarbetare besitter den kunskap som efterfrågas både i nutid och framtid. En arbetsplats som satsar på kompetensutveckling kan bidra till att både kort- och långsiktiga verksamhetsmål uppnås. Syftet med studien var att undersöka upplevd stress i förhållande till behov av kompetens hos sjukvårdspersonal. För att besvara studiens syfte utfördes en kvantitativ enkätundersökning på sjukvårdspersonal från olika avdelningar på sjukhuset, där totalt 56 respondenter deltog i studien. Vidare analyserades resultatet med hjälp av SPSS genom en korrelationsanalys som presenteras genom tabeller skapade med SPSS. I studien mäts behovet av kompetens genom formellt och informellt lärande. Resultatet i studien visar att det fanns ett samband mellan behovet av kompetensutveckling och stress. Sambandet mellan kompetensutveckling och stress grundar sig enbart mellan behovet av formellt lärande och stress, då det inte fanns något signifikant samband mellan behovet av informellt lärande och stress. Slutsatsen av studien är att utökade kompetensutvecklingsinsatser kan resultera i att sjukvårdspersonalen bättre hanterar arbetskrav och att det kan minska upplevd stress.Healthcare is the workplace that is considered to be particularly vulnerable to work-related stress and has in recent years received attention in research. Nurses report that they experience stress because they do not have sufficient skills to handle their work assignments. At the same time, the workplace must ensure that employees possess the knowledge that is demanded both in the present and in the future. A workplace that focuses on skills development can help achieve both short- and long-term business goals. The purpose of the study was to investigate perceived stress in relation to the requirement in competence of healthcare professionals at a hospital. To answer the purpose of the study, a quantitative survey was carried out on healthcare professionals from various departments of the hospital, in which a total of 56 respondents participated in the study. Furthermore, the results were analyzed using SPSS and also correlation analysis presented by tables created with SPSS. The results of the study show that there was a significant relationship between the need for competence development and stress. The relationship between competence development and stress is based solely on the connection between the need for formal learning and stress, as there was no significant relationship between the need for informal learning and stress. The conclusion of the study is that increased competence development can result in healthcare workers to better manage work demands and may help to reduce the perception of stress.
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Fay, Martha Jane. "Informal communication practices between peers in the remote work context." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1167786840.
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Fay, Martha Jane. "Informal communication practices between peers in the remote work context." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1167786840.
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Hormel, Leontina Marie. "Gender and informal work arrangements in post-Soviet Komsomolsk, Ukraine /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136419.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 286-304). Also available for download via the World Wide Web; free to University of Oregon users.
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Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).
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Brynjolfson, Robert Walter. "Maximizing informal learning in an intentional missionary training community." Online full text .pdf document, available to Fuller patrons only. Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
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Blud, Linda M. "The role of social interaction in informal learning environments." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/783/.
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Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.
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Rosario, Adelaida M. "Santeria as an Informal Psychosocial Support Among Latinas Living with Cancer." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1643.
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Among Latinos, Santería functions as both a religion and a health care system in occurrences of health versus illness within various Latino sub-groups in the U.S. This exploratory study offers a comprehensive analysis of the function of the folk healing tradition Santería as a culturally congruent informal mental health support that assists with coping with the psychosocial sequelae of living with cancer among Latinas in Miami-Dade County, FL. It (a) determined the attitudes of Latinas living with cancer towards Santería as an informal mental health support and (b) explored how Santería offers Latinas effective mental health support that assists in coping with the psychosocial sequelae of living with cancer. The mechanisms and characteristics underlying the motivations of Latinas living with cancer to seek and integrate this informal modality for their cancer care were identified. A purposive sample of 15 Latinas ages 18 and older in Miami-Dade County who had received a diagnosis of cancer were recruited from sites in Miami-Dade offering formal mental health support services and botánicas. Data collection incorporated in-depth interviews and a validation focus group. In an effort to generate theory through a modified Grounded Theory approach, data analysis was accomplished by means of multiple coding passes and the constant comparison method which resulted in higher levels codes that were grouped into three major themes: 1) Participants’ Experience with Folk Healers, 2) Influence of Santería on the Cancer Experience, and 3) Participants’ Experience with Conventional Healthcare and Mental Healthcare. Results illustrate how, among Latinas, the folk healing tradition of Santería co-occurs with professional medical and mental health treatment in what Arthur Kleinman defines as the popular sector, which identifies and sets the parameters for culturally acceptable forms of healthcare and mental health treatment options.
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SOARES, Marco Antônio Tavares. "Trabalho informal: da funcionalidade à subsunção ao capital." Universidade Federal de Campina Grande, 2003. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1699.
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MARCOS ANTÔNIO SOARES TAVARES - DISSERTAÇÃO PPGERR 2003..pdf: 13043326 bytes, checksum: 3b5beb5dc51c1841545c770abee0edd2 (MD5)Made available in DSpace on 2018-09-12T17:53:33Z (GMT). No. of bitstreams: 1 MARCOS ANTÔNIO SOARES TAVARES - DISSERTAÇÃO PPGERR 2003..pdf: 13043326 bytes, checksum: 3b5beb5dc51c1841545c770abee0edd2 (MD5) Previous issue date: 2003-12-11
Este estudo tem como objetivo compreender as causas da formação e expansão do trabalho informal no capitalismo, bem como analisar as relações de trabalho informal com o capital na contemporaneidade. Quanto ao objeto de estudo, o trabalho constitui-se de uma revisão bibliográfica a qual busca entender as diversas teorias que tratam das questões relacionadas ao mercado de trabalho e sua segmentação. A pesquisa teórica revelou controvérsias entre as diferentes escolas — clássica, neoclássica e marxiana — sobre o trabalho informal, no que se refere a sua definição e papel no modo de produção capitalista. Contrariando a visão hegemônica, partindo de uma análise histórica, descritiva e crítica, constatou-se que o germe do trabalho informal se faz presente desde a gênese do capitalismo. Apesar disso, verifica-se que o debate sobre o trabalho informal, deixa subentendido ser ele um fenômeno novo (surge por volta da década de 1970). A insustentabilidade teórica das análises que constroem suas fundamentações, com base nas escolas clássicas e neoclássicas sobre o (desemprego da força de trabalho, deve-se ao fato delas não conseguirem ir além do aparente que dissimula as mediações que existem entre o trabalho informal e o capital. Ao analisar as teorias e a realidade, constatou-se a necessidade de ampliar o conceito de trabalho informal, entendendo ser este constituído pelas atividades que compõem o "setor informal" (atividades de sobrevivência) e por trabalho produtivo e improdutivo. Ao tratar do trabalho informal produtivo, mesmo quando a aparência nega a relação capital/trabalho, apreende-se que não só o trabalho informal pode ser funcional e subordinado, como também pode se encontrar subsumido ao capital, sendo este processo de subsunção intensificado pelas crises do capitalismo.
This study has the objective of understanding the causes of the emergence and expansion of informal labor in capitalism, as well as to analyze contemporary relations between informal labor and capital. We start with a review of the literature on informal labor trying to understand the various theories dealing with questions related to labor market and its segmentation. The theoretical research revealed controversies among different schools of thought - Classical, Neoclassical and Marxian - about informal labor, relating to its definition and role in the capitalist mode of production. Contrary to the hegemonic view, we start with a historical, descriptive and criticai analysis to show that the seeds of informal labor were present since the génesis of capitalism. Despite this, it was verified that the debate about informal labor presents it as something new (emerging around the 1970s). The theoretical unsustainability of analyses about unemployment of the labor force, having its foundations on the Classical and Neoclassical schools is due to its incapacity to go beyond the appearance that dissimulates the mediations between informal labor and capital. As we analyzed the theories and reality we noticed the need to amplify the concept of informal labor, to include both the activities of the "informal sector" (survival activities) as well as productive and unproductive labor. When dealing with informal productive labor, even when the appearance denies the relation capital/labor, we verified that not only informal labor can be functional and subordinate, as it can be subsumed to capital, being this process intensified by the crisis of capitalism.
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Rudolph, Elizabeth Cornelia. "Caring for the (informal) caregiver in the workplace." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/30562.
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The nature of jobs is changing as the global economy force organizations to become competitive and more of a virtual organisation of which the focus is more on team work. It is natural to look after the sick, elderly, disabled and children though those who care for these people tend to be forgotten. This study is an investigation of one of these informal caregivers. The roads on this journey (study) with the various cross-roads, intersections, paths and tracks were explored by means of multiple qualitative approaches. The respondent received an active role to voice her story as transcribed in her diaries. She deconstructed it accordingly of which the complexities thereof was holistically processed by means of Gabek (GAnzheitliche BEwältigung von Komplexität – a holistic processing of complexity). The uniqueness of this story can not necessarily be generalised though it can be used to prospectively identify the needs of the respondent. This can lead to adverse research outcomes associated with caregiving and target them for a prevention-focused intervention for others. This will help employers and employees in the art of balancing family responsibilities and workplace outputs.AFRIKAANS : Die aard van werk verander voortdurend namate die wêreldwye ekonomie organisasies dwing om al meer kompeterend mee te ding en ‘n spanbenadering te volg. Om siekes, oues van dae, kinders en gestremdes te versorg, is ‘n normale verantwoordelikheid in die samelewing, maar die versorgers self word afgeskeep. Hierdie studie fokus op die verhaal en belewenis van sodanige versorger. Die bane van die ondersoekreis met hulle verskeie kruispaaie, kruisings en spore is via veelvuldige kwalitatiewe weë ondersoek. Die respondent in die ondersoek het 'n aktiewe rol ingeneem om sodoende haar verhaal te verwoord deur middel van die dekonstruksie van haar dagboek. Die verweefde dinamiek hiervan is holisties prosesseer via die GABEK metodiek (GAnzheitliche BEwältigung von Komplexität –'n holistiese prossesering van kompleksiteit). Weens die uniekheid en subjektiwiteit van die verhaal, kan die spesifieke uitkomste hiervan nie noodwendig veralgemeen word nie, maar kan die behoeftes van die spesifieke informele versorger uitgewys word. Dit kan die weg baan vir wyer navorsing en moontlik lei tot sinvolle intervensie aan ander informele versorgers. Dit sal werkgewers en werknemers help in die fyn kuns om gesinsverantwoordelikhede en werksplek-uitsette sinvol te kan balanseer.
Dissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
unrestricted
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Mims, Pamela J., Bree Jimenez, and Joshua Baker. "Preparing Teachers to Use Instructional Data to Inform Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/201.
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Björklund, Larsen Lotta. "Illegal yet Licit : Justifying Informal Purchases of Work in Contemporary Sweden." Doctoral thesis, Stockholms universitet, Socialantropologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-35491.
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Svart arbete, informal purchases of work, is a widely debated societal phenomenon in Sweden. It is often seen as detrimental to contemporary welfare society, eroding taxpaying morals, fair competition and solidarity with fellow citizens. Acknowledged as wrong, it is in many instances also an acceptable and commonplace exchange practice. This study addresses this incongruity and aims to show how these inconspicuous exchanges of work are distinguished in terms of legality and licitness. Methodologically, the study is based on ethnographic interviews with a group of people in all walks of life, who have their roots in a small town in southern Sweden. In the midst of life and work, they address situations where living in accordance with moral standards becomes difficult. The study aims to illuminate multifaceted reasonings about the illegal but licit purchases made and how people make sense and meaning of them in retrospect and in the larger context of societal economy. The ways in which these purchases of svart arbete are justified illustrate inherent tensions in contemporary welfare society. Purchases of svart arbete are often justified as rational economic decisions in terms of being cheap and simple. The study shows that purchasing work informally is not only a rational economic decision, but can also be the result of resolving necessities in daily life due to societal bottlenecks and/or probing tax legislation. As an economic phenomenon, these purchases are therefore not seen as set apart from the formal structures of the Swedish economy, but as co-existing with them. Justifying the illegal but licit svart arbete, purchasers are seen to emphasise a reciprocal relationship with the provider of the work and also with the state. In this way, a sense of balance and justice is achieved.
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Abdellah, Ibrahim M. "A grounded theory study of decision-making within informal work environments." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3009490/.
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This thesis's objective was to discover a new understanding regarding decision-making inefficiencies within the researcher's informal work environment (UMR), and construct a framework for informed action. Using the broad research question, 'What data-emergent theory can help explain the impediments to effective decision-making within UMR's informal work environment?' the researcher started by conducting a foundational literature review that brought to the forefront the complexities of an informal work environment and the lack of relevant decision-making frameworks. An informal work environment was found to be characterized by Communities of Practice, emergent social groups, and self-interest, which were often incompatible with rational decisionmaking frameworks. Using core grounded theory concepts, a methodological framework of data collection and analysis was developed that focused on data centrality and discovering a data-emergent theory grounded within the research field. A core category of selective perception emerged that explained and captured the core phenomenon of sustained barriers to decision-making and selective bias towards information due to the interpretative nature of the socially constructed environment. At the core of the discovered theory is that individuals have a tendency to reject decisions within an informal environment based on external variables not directly related to the decisions. Theoretical conceptualizations put forth the variables of communication, trust, and resources, each which influenced and was influenced by selective perception. By constructing a theoretical model explained through 9 propositions, this thesis shows that decision-making efficiency is impacted by selective perception, communication effectiveness, the level of trust, and available resources, with a strong interrelation between each variable. By integrating the emergent theory and literature, short-term action strategies as well as long-term action and recommendations based on the notions of adaptability and proactivity were formulated. The concept of adaptability was applied and tested for relevance and effectiveness within the research field, with positive results. This was further extended through longterm recommendations, which focused on core areas of the emergent propositions, and emphasized proactivity through self-initiated and continuous changing. This thesis concludes with a discussion on the implications for practice, research, and suggestions for future research.
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Hughes, Kirsten. "Work-family conflict : its antecedents, outcomes and the moderating role of informal work accommodations to family /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18521.pdf.
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