Lifelong learning travels: single actors' perception and talk of lifelong learning in a specific organizational context
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Åbo
Åbo Akademis Förl.
2007
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Zugl.: Åbo, Åbo Akademi, Diss., 2007 |
| Beschreibung: | 289 S. Ill. |
| ISBN: | 9517653506 |
Internformat
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| 245 | 1 | 0 | |a Lifelong learning travels |b single actors' perception and talk of lifelong learning in a specific organizational context |c Annica Isacsson |
| 264 | 1 | |a Åbo |b Åbo Akademis Förl. |c 2007 | |
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Datensatz im Suchindex
| _version_ | 1804136291396222976 |
|---|---|
| adam_text | TABLE OF CONTENTS
FIGURES, TABLES, PHOTOS AND ACRONYMES 11
PART ONE INTRODUCTION 13
1.1 A best practice case is being constructed 14
1.2 Interest and intent 22
1.3 Who translates who? 24
1.4 Empirical gap and theoretical reflections 31
1.5 Arguments and questions 35
1.6 Conceptual distinctions and claim 38
1.7 Methodological considerations 43
1.8 Composition and process 50
PART TWO THE TRIGGER 53
2.1 What puts the vehicle in motion? 53
2.2 The research partner 57
2.3 History and time 65
2.4 LLL in Finland 71
2.4.1 A new direction 72
PART THREE THEORY MEETS THEORY 78
3.1 A confusing concept that is translated differently
by different translators 78
3.2 Formal, non formal and informal learning 82
3.2.1 Learning how to be with 83
3.2.2 Context and situation specific learning 85
3.2.3 Learning arenas 87
3.3 LLL does not travel much within the OL and LO
discourse 92
3.3.1 Organizational learning begins with
the individual? 97
3.3.2 Organizations create knowledge in
learning processes 101
3.3.3 OL is linked with information,
knowledge and understanding 103
3.3.4 Adaptive, pro active and generative learning 105
3.3.5 Learnification (my term) 109
PART FOUR THEORY MEETS PRACTICE 119
4.1 Access and data 119
4.2 Intentional inductive conversation or interpretive
phenomenological interviews 123
4.2.1 Sensemaking 127
4.2.2 Constructionism or constructivism 130
4.3 Theory guided content analysis 136
4.3.1 Organizational and situational context 137
4.3.2 Context 1 and context 2 138
4.4 Method and analysis 142
4.4.1 Individual formal learning 145
4.4.2 Group and organizational formal learning 146
4.4.3 Individual informal learning 148
4.4.4 Group informal learning 151
4.4.5 Organizational informal learning 153
4.4.6 Individual non formal learning 155
4.4.7 Group non formal learning 157
4.4.8 Organizational non formal learning 158
4.4.9 Summary 159
4.5.1 Individual adaptive learning 162
4.5.2 Group adaptive learning 163
4.5.3 Organizational adaptive learning 163
4.5.4 Individual pro active learning 165
4.5.5 Group pro active learning 166
4.5.6 Organizational pro active learning 168
4.5.7 Individual generative learning 169
4.5.8 Group generative learning 171
4.5.9 Organizational generative learning 172
4.6 Findings 173
4.6.1 Summary 176
4.7 Themes 183
4.7.1 Segregation 183
4.7.2 Personal and individual 185
4.7.3 Practice 186
4.7.4 Self responsibility 188
4.7.5 Identity and pride 190
PART FIVE TALK MEETS THEORY 192
5.1 Discourse analysis 195
5.1.1 Economic talk 201
5.1.1.1 Money talks 201
5.1.1.2 We compete therefore we win 205
5.1.1.3 We are the winners 209
5.1.2 Integrative talk 212
5.1.2.1 We is also constructed through
pride and identity 212
5.1.2.2 Celebrations 215
5.1.2.3 Artefacts 216
5.1.3 Personal talk 217
5.1.3.1 Lifelong learning is about your own story 217
5.1.3.2 Personal versus individual 219
5.1.3.3 It is up to you 223
5.1.3.4 It is not only up to you 225
5.1.4 Knowledge talk 229
5.1.4.1 Sharing knowledge 229
5.1.4.2 Knowledge sharing practices involve
many roles 232
5.1.4.3 Learning of, from and with others 233
5.1.4.4 Imitation 235
5.2 Work defines practice 237
5.3 Reflecting on practice 242
5.4 Linking theory with practice 248
PART SIX CONTRIBUTION AND CONCLUSION 253
6.1 Theoretical contribution 254
6.2 Implications 259
6.3 Conceptual contribution 264
REFERENCES 267
LIST OF FIGURES AND TABLES
Figure 1. The construction of success
Figure 2. Constantly constructed
Figure 3. A superior idea travels
Figure 4. Individual actors perception and talk
Figure 5. An outline of this study
Figure 6. Local actors sensemaking process
Figure 7. The evolution of lifelong learning
Figure 8. Lifelong learning arenas and conceptual
under standing
Figure 9. LO/OL concepts adopted for this study
Figure 10. OL and LO definitions
Figure 11. A synthesized matrix
Figure 12. Major features, influences and representations of
cognitive constructionism, collectivism and constructionism
(slightly revised)
Figure 13. Positioning myself and this study
Figure 14. Law firm areas of expertise
Figure 15. The complemented model
Figure 16. Findings related to formal, informal and
non formal learning
Figure 17. Findings related to adaptive, pro active and
generative learning
Figure 18. Discursive findings
Figure 19. Interlinkage
Figure 20. Lifelong learning travels
Figure 21. Contribution
11
|
| adam_txt |
TABLE OF CONTENTS
FIGURES, TABLES, PHOTOS AND ACRONYMES 11
PART ONE INTRODUCTION 13
1.1 A best practice case is being constructed 14
1.2 Interest and intent 22
1.3 Who translates who? 24
1.4 Empirical gap and theoretical reflections 31
1.5 Arguments and questions 35
1.6 Conceptual distinctions and claim 38
1.7 Methodological considerations 43
1.8 Composition and process 50
PART TWO THE TRIGGER 53
2.1 What puts the vehicle in motion? 53
2.2 The research partner 57
2.3 History and time 65
2.4 LLL in Finland 71
2.4.1 A new direction 72
PART THREE THEORY MEETS THEORY 78
3.1 A confusing concept that is translated differently
by different translators 78
3.2 Formal, non formal and informal learning 82
3.2.1 Learning how to be with 83
3.2.2 Context and situation specific learning 85
3.2.3 Learning arenas 87
3.3 LLL does not travel much within the OL and LO
discourse 92
3.3.1 Organizational learning begins with
the individual? 97
3.3.2 Organizations create knowledge in
learning processes 101
3.3.3 OL is linked with information,
knowledge and understanding 103
3.3.4 Adaptive, pro active and generative learning 105
3.3.5 Learnification (my term) 109
PART FOUR THEORY MEETS PRACTICE 119
4.1 Access and data 119
4.2 Intentional inductive conversation or interpretive
phenomenological interviews 123
4.2.1 Sensemaking 127
4.2.2 Constructionism or constructivism 130
4.3 Theory guided content analysis 136
4.3.1 Organizational and situational context 137
4.3.2 Context 1 and context 2 138
4.4 Method and analysis 142
4.4.1 Individual formal learning 145
4.4.2 Group and organizational formal learning 146
4.4.3 Individual informal learning 148
4.4.4 Group informal learning 151
4.4.5 Organizational informal learning 153
4.4.6 Individual non formal learning 155
4.4.7 Group non formal learning 157
4.4.8 Organizational non formal learning 158
4.4.9 Summary 159
4.5.1 Individual adaptive learning 162
4.5.2 Group adaptive learning 163
4.5.3 Organizational adaptive learning 163
4.5.4 Individual pro active learning 165
4.5.5 Group pro active learning 166
4.5.6 Organizational pro active learning 168
4.5.7 Individual generative learning 169
4.5.8 Group generative learning 171
4.5.9 Organizational generative learning 172
4.6 Findings 173
4.6.1 Summary 176
4.7 Themes 183
4.7.1 Segregation 183
4.7.2 Personal and individual 185
4.7.3 Practice 186
4.7.4 Self responsibility 188
4.7.5 Identity and pride 190
PART FIVE TALK MEETS THEORY 192
5.1 Discourse analysis 195
5.1.1 Economic talk 201
5.1.1.1 Money talks 201
5.1.1.2 We compete therefore we win 205
5.1.1.3 We are the winners 209
5.1.2 Integrative talk 212
5.1.2.1'We' is also constructed through
pride and identity 212
5.1.2.2 Celebrations 215
5.1.2.3 Artefacts 216
5.1.3 Personal talk 217
5.1.3.1 Lifelong learning is about your own story 217
5.1.3.2 Personal versus individual 219
5.1.3.3 It is up to you 223
5.1.3.4 It is not only up to you 225
5.1.4 Knowledge talk 229
5.1.4.1 Sharing knowledge 229
5.1.4.2 Knowledge sharing practices involve
many roles 232
5.1.4.3 Learning of, from and with others 233
5.1.4.4 Imitation 235
5.2 Work defines practice 237
5.3 Reflecting on practice 242
5.4 Linking theory with practice 248
PART SIX CONTRIBUTION AND CONCLUSION 253
6.1 Theoretical contribution 254
6.2 Implications 259
6.3 Conceptual contribution 264
REFERENCES 267
LIST OF FIGURES AND TABLES
Figure 1. The construction of success
Figure 2. Constantly constructed
Figure 3. A superior idea travels
Figure 4. Individual actors' perception and talk
Figure 5. An outline of this study
Figure 6. Local actors' sensemaking process
Figure 7. The evolution of lifelong learning
Figure 8. Lifelong learning arenas and conceptual
under standing
Figure 9. LO/OL concepts adopted for this study
Figure 10. OL and LO definitions
Figure 11. A synthesized matrix
Figure 12. Major features, influences and representations of
cognitive constructionism, collectivism and constructionism
(slightly revised)
Figure 13. Positioning myself and this study
Figure 14. Law firm areas of expertise
Figure 15. The complemented model
Figure 16. Findings related to formal, informal and
non formal learning
Figure 17. Findings related to adaptive, pro active and
generative learning
Figure 18. Discursive findings
Figure 19. Interlinkage
Figure 20. Lifelong learning travels
Figure 21. Contribution
11 |
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| index_date | 2024-07-02T16:49:44Z |
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| institution | BVB |
| isbn | 9517653506 |
| language | English |
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| physical | 289 S. Ill. |
| publishDate | 2007 |
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| publisher | Åbo Akademis Förl. |
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| spelling | Isacsson, Annica Verfasser aut Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context Annica Isacsson Åbo Åbo Akademis Förl. 2007 289 S. Ill. txt rdacontent n rdamedia nc rdacarrier Zugl.: Åbo, Åbo Akademi, Diss., 2007 Lebenslanges Lernen (DE-588)4134373-6 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Lebenslanges Lernen (DE-588)4134373-6 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015492484&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Isacsson, Annica Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context Lebenslanges Lernen (DE-588)4134373-6 gnd |
| subject_GND | (DE-588)4134373-6 (DE-588)4113937-9 |
| title | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context |
| title_auth | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context |
| title_exact_search | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context |
| title_exact_search_txtP | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context |
| title_full | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context Annica Isacsson |
| title_fullStr | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context Annica Isacsson |
| title_full_unstemmed | Lifelong learning travels single actors' perception and talk of lifelong learning in a specific organizational context Annica Isacsson |
| title_short | Lifelong learning travels |
| title_sort | lifelong learning travels single actors perception and talk of lifelong learning in a specific organizational context |
| title_sub | single actors' perception and talk of lifelong learning in a specific organizational context |
| topic | Lebenslanges Lernen (DE-588)4134373-6 gnd |
| topic_facet | Lebenslanges Lernen Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015492484&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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