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Innovative learning cultures in VET – ‘I generate my own projects.’
Abstract
The learning of apprentices is always embedded within the overall learning culture of an enterprise. The structures for learning, as well as the attitudes, values and beliefs of the members of the organisation in respect to training, influence the ways in which apprentices are socialised and prepared for the labour market. This qualitative case study focuses on the experience of apprentices within a large communications enterprise in Switzerland. It provides insights into an innovative learning culture and reflects on attitudes, values and practices of apprentices, work advisors, coaches and vocational education and training (VET) managers that support and encourage independent learning, benefitting both the organisation and the individual apprentice. The study shows which factors contribute to a positive learning experience for apprentices and how these support the development of competences that are essential in the modern workplace. They include taking initiative, acting autonomously, communicating challenges and seeking advice, critical thinking, self-management, ability to work in different teams and the apprentices’ management of their own learning processes. In addition, a number of innovative structural practices that shape the learning culture of the enterprise and serve as framing conditions within the socialisation process of the apprentices have been identified.
... Although there are strong arguments for the importance of VET qualifications in the context of firm-level innovation, there is little empirical evidence on the corresponding effect of a training company's initial VET activities. Previous studies remain mostly conceptual (Deissinger, 2012;Harris & Deissinger, 2003), examine the direct impact of initial VET on firm-level innovation (Rupietta & Backes-Gellner, 2019), focus on the external institutional environment of a firm's initial VET activities (Lund & Karlsen, 2020;Porto Gómez et al., 2018;Rodríguez-Soler & Icart, 2018), or analyze the possible indirect effects of initial VET on innovation resulting from changes in the organizational processes of training companies (Barabasch & Keller, 2020;Hodge & Smith, 2019;Matthies et al., 2023;Rupietta et al., 2021). These papers reveal that the following key dimensions of a knowledge economy's competitiveness (see OECD, 2004;Powell & Snellman, 2004) are potentially fostered by conducting initial VET: knowledge diffusion, organizational learning and management innovation, and the built-up of experience-based knowledge, which enables workers to contribute to complex problem-solving. ...
... An essential prerequisite for the success of innovation in SMEs-and thus a key starting point for policy support-is effective knowledge diffusion, as this can provide less R&D-oriented, resource-constrained SMEs with the necessary impetus to innovate (Corral de Zubielqui et al., 2019;Terziovski, 2010). Such external knowledge and technology inputs can complement or even replace internal R&D activities (Heidenreich, 2009, Rammer et al., 2009, Baldwin & Gellatly, 2003Santamaría et al., 2009). Thus, non-R&D-oriented SMEs particularly benefit from external inputs through collaboration and knowledge exchange in regional innovation systems (Hervás-Oliver et al., 2021;Rammer et al., 2009). ...
... Further progress in the understanding of the role of VET in innovation can be achieved by combining insights from quantitative research and qualitative methods. The latter can help to identify the potential mechanisms and channels of learning and knowledge transfer within initial VET, such as feedback and documentation systems (Barabasch & Keller, 2020;Hodge & Smith, 2019). Following the blueprint of Figueiredo et al. (2020)-who examine learning processes in multinational subsidiariesqualitative research could also address the question of how VET participation can help training companies to establish a vital in-house learning environment. ...
The potential role of vocational education and training (VET) for innovation is the subject of a growing number of studies. Quantitative evidence for this relationship, however, remains scarce. Therefore, this paper uses representative German company data to examine the relationship between a firm’s initial VET activity and its innovation output. The results based on linear probability models and entropy balancing indicate that the direct link between initial VET and firm-level innovation is more ambiguous than often postulated. For the total population of German companies, a positive correlation with initial VET is only found for incremental product and process innovations. Furthermore, a significant link between initial VET and innovation is only found in the group of microenterprises with less than 10 employees. From this, we conclude that participation in the VET system primarily promotes the innovative capacity of very small training companies through the diffusion of new technologies and knowledge. The paper concludes with implications for policy and research.
... Against this background, AR technology has also gained interest in the context of education [7][8][9][10][11][12][13] and vocational education [14][15][16][17]. For instance, in technical subjects in the field of vocational education Guth et al. [14] used AR technology in a learning scenario to provide learners with additional information on a technical facility for water supply and wastewater disposal. ...
... AR learning scenarios can provide practical experiences with virtual technical components which are essential for the learning process in the field of technical vocational education, e.g., electrical engineering [16]. Furthermore, AR learning environments can allow autonomous learning to foster self-management of one's learning process, which is also relevant for apprentices in the field of vocational education [17]. ...
... Thus, it might be possible to use several AR headsets in a group learning setting. Learners will be enabled to explore the learning content autonomously without interfering each other, which is one key element of technical vocational training [14][15][16][17]. ...
For over a decade augmented reality (AR) technology has been discussed as educational tool. Latest technical advancements such as voice control, hand-tracking and moving virtual objects in augmented interaction using AR head-mounted-displays (HMDs) widen the opportunities for educational use even further. Still, the question remains how AR headsets can contribute to learning. As an example, we will present a use case in vocational education in which students shall practice the reading of hydraulic diagrams using advanced AR headsets. We developed a first prototype and examine its feasibility for a learning concept. In particular, we tested a) use of hand-tracking to select and move technical components, and b) use of voice commands and the gaze cursor to highlight the technical components by their names. Based on the experiences, we will analyse the strengths, weaknesses, opportunities and threats of our learning concept in a SWOT analysis. Finally, advantages and disadvantages of implementing advanced AR headsets in vocational education practice will be discussed.KeywordsARHMDsHoloLens2Technical subjectsVocational educationMetal engineeringElectrical engineering
... In recent years, the question of the role that vocational education and training (VET) potentially plays for innovation has gained increasing attention in scholarly research (e.g. Barabasch and Keller 2020;Hodge and Smith 2019;Lund and Karlsen 2020;Gómez, Igone, and Aguirre Larrakoetxea 2018;Rodríguez-Soler and Brunet Icart 2018;Rupietta and Backes-Gellner 2019;Rupietta, Meuer, and Backes-Gellner 2021). Regarding the role of VET institutions in this context, for example, it has been empirically shown that they provide an important contribution to the functioning of regional innovation systems (Lund and Karlsen 2020;Gómez, Igone, and Aguirre Larrakoetxea 2018;Rodríguez-Soler and Brunet Icart 2018). ...
... The VET literature argues that apprenticeship activities can positively influence the organisational learning processes of training companies in two interrelated ways (Barabasch and Keller 2020;Hodge and Smith 2019;Rupietta, Meuer, and Backes-Gellner 2021): Either through the direct contribution of VET students to new day-to-day organisational practices implemented in their training company, or more indirectly through the implementation of a more distinctive learning culture developed in training companies as a result of the decision to participate in the VET system. Such organisational learning processes, in turn, are an important determinant of the DUI mode of innovation (Thomä 2017;Parrilli, Balavac, and Radicic 2020;Parrilli and Radicic 2021). ...
While an increasing number of studies postulate that vocational education and training (VET) activities have a positive impact on the innovative capacity of training companies, empirical evidence on the topic remains contradictory. This study exploits establishment data from a representative survey of German companies to estimate the relationship between firms’ participation in initial VET and their innovation outcomes. Our results show that the direct effects of initial VET on technological innovation in small and medium-sized enterprises (SMEs) are on average quite weak. If at all, a training firm’s initial VET activities are associated with product innovation activities and not with process innovation. Larger effects can only be observed in case of microenterprises with fewer than ten employees. In these firms, initial VET is associated with a higher probability of (local) new-to-market product innovation if it is accompanied by changes in organisational processes that support individual learning and knowledge creation. We conclude from this finding that the knowledge diffusion function of the VET system primarily holds relevance for the smallest of the training companies and that initial VET is only positively related to technological innovation when it goes along with organisational learning in the training company.
... In current debates within the literature on critical thinking and media literacy, authors have largely acknowledged how individuals who received technical knowledge are more prone to incur flawed choices (Aarkrog et al., 2018;Cheung, 2019) This is the case for IVET students, as, if compared with students attending other education pathways (high secondary schools, secondary technical schools), the push towards technical knowledge can affect the development of abilities for the comprehension of media information and critical reasoning (Banerjee et al., 2015;Barabasch and Keller, 2020;Geers et al., 2020;Lindell and Hovden, 2018). ...
... Others propose considering critical thinking as the metacognitive competence concerning the knowledge and skills that would foster rational and scientific thinking in analysing information by questioning personal prejudices and dispositions (Vernier et al., 2018). Another group of authors considers critical thinking as the most important skill for VET students for entrepreneurship drive (Edokpolor and Abusomwan, 2019), whilst others consider critical thinking as a positive learning experience and development of essential skills in the modern workplace (Barabasch and Keller, 2020). In other cases, authors consider critical thinking in relation to media literacy, in view of the importance of questioning personal beliefs and social orientation (Ngidi and Dlamini, 2017), linking the two, enucleating the dimensions of reflective thinking, decision-making and critical ability to discern personal beliefs (Valtonen et al., 2019). ...
Purpose – The alignment between the labour market and initial vocational education and training (IVET) is
placing always more importance on technical knowledge and skills, whilst metacognitive competences such
as critical thinking and media literacy are increasingly neglected. In the context of IVET, this results in
authors and practitioners paying always more attention to how to devise possible training interventions, with
the double aim of implementing their educational pathways and enhancing students’ critical thinking and
media literacy. This paper aims to report the state of the art concerning such processes of enhancement in
IVET students.
Design/methodology/approach – The study adopted the method of systematic scoping review to
address the research questions on how to enhance critical thinking and media literacy in the context of
IVET.
Findings – The paper presents the analyses of the n = 19 contributions collected. Then, it proposes an
initial conceptualization of the dimensions of critical thinking and media literacy. Moreover, by
combining evidence from various contributions, the review proposes implications for educational
practices and strategies. Around these pieces of knowledge, further avenues of research and practice are
proposed.
Research limitations/implications – This study contributes to the literature on critical thinking and
media literacy in the context of IVET by advancing initial comprehensive conceptualizations of the two
dimensions. Moreover, the study advances initial practical implications for teachers and trainers for the
development of training interventions.
Originality/value – The originality of the present review rests in its proposal of definitions of
critical thinking and media literacy; moreover, it widens the discussion of practices on how to enhance
such metacognitive competences. Indeed, the study identifies the teaching and training practices
meant to enhance critical thinking and media literacy and proposes applied implications in the context
of IVET.
... The curriculum emphasizes industry collaboration, ensuring students gain real-world experience and develop the necessary skills to thrive in the modern workplace. Additionally, the practical learning experience gained through apprenticeships significantly contributes to the development of student competencies, making them more adaptable and competitive in today's evolving labor market (Barabasch & Keller, 2020). ...
The Centre of Excellence Vocational High School (CEVHS) is a program to develop vocational education and prepare students with skills more relevant to society's needs, which are constantly changing according to industry, business, and workplace developments. This research aimed to analyze the Centre of Excellence's assistance effectiveness in improving the quality of vocational school management in Central Java. Through a quantitative approach, this study involved CEVHS teachers in Central Java from a sample of 21 CEVHSs assisted by lecturers from Universitas Negeri Semarang. The data were collected through a questionnaire and analysed using the t-test. The test results indicate sig 0.000 0.05, meaning that the resulting value has experienced Very Good development. Therefore, there is a positive relationship before and after mentoring at CEVHSs, and CEVHS needs assistance in managing the school and improving school quality. More attention and supervision while implementing assistance is vital to enhance vocational school management.
... Where this can be realised, trainers and instructors enable apprentices to work in semi-autonomous teams (Barabasch, Keller & Caldart, 2021) or apply methods such as scrumming (Barabasch, Keller & Caldart, 2019) or agile learning . Another effective way to encourage apprentices' ownership and initiative is to let them create and work on their own projects (Barabasch & Keller, 2020). Through such methods, apprentices not only feel a sense of choiceful self-initiation and are therefore more autonomously motivated to engage in associated learning processes, but also acquire competences such as self-organisation, a sense of responsibility or communication skills. ...
Satisfying people’s basic psychological needs of relatedness, competence and autonomy plays an important role in human motivation and affects people’s well-being, engagement and performance positively. Companies can contribute to the satisfaction of all three basic psychological needs by establishing autonomy-supportive working conditions, benefitting as a result from associated positive outcomes. Based on an empirical, qualitative exploratory case study, the present article supports the assumption that satisfying the need for autonomy is especially beneficial to the healthy and successful development of young adults throughout their apprenticeship. The findings indicate that various pedagogic measures support the experience of autonomy and also increase work satisfaction and the drive towards workplace learning and collaboration. Such practices include apprentices planning and steering their learning pathways together with their coaches, taking on more comprehensive responsibilities, showing greater initiative in, and ownership of, projects, and actively representing apprentices’ needs in the workplace.
... Various approaches are conceivable to promote the transferable competence development of apprentices. For example, companies can contribute to the sustainable promotion of transferable competences through innovative learning cultures and company structures, such as those implemented in a best practice example from Switzerland [37,38]. Close involvement of apprentices in company projects fosters autonomy and reflectiveness as well as initiative, the ability to communicate and to work in a team, from which the management of one's own learning process can be derived as an important success factor for vocational training in an innovative learning environment. ...
Transferable competences in vocational education and training are becoming increasingly important due to the highly dynamic labor market. They contribute to enabling apprentices to adapt quickly to new requirements. While previous studies have taken a deficit approach and examined reasons for dropouts, this study focuses on determinants of successful completion of apprenticeship. Using a German sample based on the self-assessment of 16,839 apprentices in vocational training programs from 2011 to 2018, this study examines the effect of transferable competences on subjective apprenticeship success with a particular focus on methodological competence. Besides the assessment of social competence, methodological competence also proves to be a relevant determinant for apprenticeship. Gender differences can be observed in this context. Recommendations for supporting transferable competences during vocational training are provided. Furthermore, innovative learning cultures in companies for the adaptation of training to the changed demands on the competences of apprentices will be addressed.
... The learning experience factor contributes positively to apprentices and supports competency development in the modern workplace. (Barabasch, 2020). ...
The main problem of private schools is the difficulty of finding new learners (NL), exacerbated by the Covid-19 pandemic, making private schools even more slumped, including private Centers of Excellence Vocational High School (VHS CoE). Research objectives is to analyze; (1) promotion strategies for the private VHS CoE, (2) the impact of the VHS CoE on the interest of NL, and (3) the benefits of the VHS CoE. Qualitative descriptive research methods. The research sample was four private VHS CoE. Stages of research; (1) formulate problems, (2) determine the subject, (3) compile interview guidelines, (4) collect data, (5) sort and analyze data, (6) make conclusions. The results: (1) the private VHS CoE conduct direct socialization to pre-VHS, school residents, related institutions, and the community, and form a management team. Direct socialization is the most effective promotion strategy compared to other strategies, (2) the VHS CoE has an impact on NL interest fluctuatingly. The school program is the main consideration for NL to register at VHS CoE, while according to interests and talents is the main reason for NL to choose a flagship expertise program, and (3) the benefits of the VHS CoE, among others; improving the quality of schools, making it easier to get a job, and according to industry needs. The results of the study are expected to be the consideration of relevant agencies in making policies for the VHS CoE and for preparing strategies for capturing NL for private vocational schools.
... In dynamic sectors of the economy, routine work loses significance and transfer and problem-solving skills are becoming more important (Hämäläinen et al. 2014). Modern workplaces react to these affordances in providing further training for their employees and initial vocational training for their apprentices that aim at developing technical, personal, and social competencies and that lay the ground for lifelong learning (Barabasch and Keller 2019). Such training can be modularised, or project based. ...
In vocational education and training, coaching can be used to support apprentices’ ability to manage their own (further) competence development ‘on the job’. This is largely requested among employees at workplaces in internationally competitive sectors of the economy which require of their workforce a great deal of flexibility and learning ability. So far, little is known about coaching practices in vocational education and training. The aim of this paper is to explore how coaching is used in vocational training in a large Swiss enterprise of the communication- and IT- services sector. The for this purpose analysed case study data comprises 30 interviews with apprentices, workplace trainers, coaches, and members of VET management of the enterprise, protocols of site visits and an analysis of VET related documents. As also VET schools must train learners for the contemporary world of work and must foster their ability to increasingly manage their own (further) competence development, coaching could be an interesting approach to be used in VET schools. This is critically discussed in the second part of the paper, respecting the different conditions that apply for supporting learning at the workplace- and supporting learning in the VET school context.
... The mutual relationship between organisational factors, such as the organisation of work, and individual learning strategies is included in different theoretical models (Fuller and Unwin, 2011;Illeris, 2011;Tynjälä, 2013) but poorly explored in an empirical perspective (Panadero, 2017) or explored only through small-scale case studies (Barabasch and Keller, 2020). One of the rare examples of larger-scale empirical research is that of Froehlich et al. (2015), who found that the organisational learning culture moderates the effects of individual learning approaches-categorised as deep, surface-rational, and surfacedisorganised learning (Kirby et al., 2003)-on learning outcome. ...
Industries are currently experiencing several kinds of disruptive changes, including digital transformation and environmental and health emergencies. Despite intense discussion about disruptive changes in companies, the impact of such changes on workplace learning is still underexplored. In this study, we investigated the impact of disruptive changes on informal learning practices according to the perspectives of employers, employees and adult educators. Informal learning was operationalised along a continuum between organised informal learning (led by an instructor and intentional) and everyday informal learning (led by contextual factors, accidental, and unintentional). Fifty-five companies’ representatives (average age = 43.2 years; SD = 11) from three European countries (Finland, Switzerland, and Italy) and four industrial fields (bioeconomy, tourism, textile and building sectors) were interviewed. The interviews were further triangulated with questionnaires collected by employees from the same companies (N = 141; average age = 40.2 years, SD = 17.8). Questionnaire data were used to collect detailed information on individual informal workplace learning (IWL) strategies and digital technologies adopted in organised informal learning. The interview data were analysed using qualitative content analysis. A coding scheme was developed with five macro-categories organised into 23 sub-categories. Occurrence and co-occurrence analysis were performed to identify which individual and organisational factors and approaches support most learning, according to interviewees. Interviewees reported the possibility of interacting with colleagues and being autonomous as the main sources of everyday informal learning processes. Employees from the same companies reported model learning, vicarious feedback, and applying someone’s own ideas as the most frequent IWL strategies. Organised informal learning was mainly based on knowledge transfer, which reflects passive cognitive engagement by employees. Specifically, digital technologies in organised informal learning were poorly used for supporting reflection, constructive processes, and collaborative knowledge construction. The results suggest that participants believed that higher forms of cognitive engagement are possible only within face-to-face organised informal training or in everyday informal learning. Possible explanations of the results and practical implications are discussed.
... For this reason, an integrated vocational learning model integrated with business and industrial sectors is needed to provide work experience to students. Barabasch and Keller (2020) state that some factors contribute to positive learning experiences for apprentices. They support the development of the competencies essential in the modern workplace. ...
The research aims to evaluate the implementation of the character education strengthening program (CESP) of vocational high schools (VHS) throughout Yogyakarta City. The evaluation is carried out in the functions of (1) planning, (2) implementation, and (3) evaluation. It is descriptive qualitative research. In this study, the researchers collected information related to the implementation of CESP that was available at the time of the research. The subjects are school principals, vice principals, and teachers. The determination of the subjects was carried out by using the snowball sampling technique. The evaluation uses the discrepancy model, which looks for the gap between planning and implementation. The research sample is four vocational high schools in Yogyakarta City. The data were collected through observation, interviews, and documentation. The data validation used the source and collection triangulation. The data analysis used the descriptive techniques, carried out during data collection and after completing data collection within a certain period. The findings show that: (1) the CESP planning consists of elements of: initial assessment, CESP socialization, vision and mission, policy design, and CESP design, with an average score of 2.74, which means that it is good; (2) the implementation the CESP consists of the elements including: development of CESP in learning, development of school culture, community participation, and implementation of the main values of CESP, with an average score of 2.98, which means that it is in a good category; and (3) the evaluation of the CESP has an average score of 2.50, which means that it is in a good category. The results of this study are recommended as the material for the consideration for mapping the implementation of CESP, determining education office policies related to character education, developing CESP models, as a reference for character research, and as materials for discussions regarding character education.
This article focuses on initial vocational education and training (VET) in industrialized countries. It identifies core dimensions
of VET and discusses their role in shaping adolescent development. These core dimensions include international
differences between VET systems, the description of VET as a learning and socialization environment, the social stratification
and social inclusion properties of VET, and its role in explaining patterns of school-to-work transitions and career outcomes.
The article concludes with a summary of the main points and highlights the most important research gaps.
This study’s goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training.
Technological, social, and economic changes challenge workers’ resilience at many levels. Innovative learning cultures have the potential to accommodate industry’s skills expectations with workers need for new forms of workplace learning. This study explores the role of learning cultures as (1) moderators between stability and change, (2) indicators for promoting resilience in VET, and (3) generators for new ideas and innovative approaches in VET. In probing how 26 actors involved in workplace learning negotiate new expectations and changes at their workplace, we arrive at a process model of resilience in workplace training that describes several steps of a perpetual process: Individuals need to perceive a change or new situation as such and then classify it as a form of disturbance. This is followed by a process of negotiation in w hich certain aspects of the change are tested and adopted. This can lead to rejection and exit or to a phase of normalisation where interpretations, adaptations, and internalisations take place. Finally, we argue that the role of new learning cultures is to ensure that new ideas and training concepts are eventually enacted constructively and beneficially by all actors involved in workplace training.
This study understands workplace learning as a social phenomenon and explores ways of how to successfully respond to industrial transformation out of a role-related perspective. The focus is on interactions of social actors in the process of structural change and economic adaptation. The goal of this inductive case study is to explore how 26 actors involved in workplace learning of one of the largest Swiss retailers, perceive, negotiate, and enact their social (and professional) roles vis a vis their company’s and industry’s new expectations. The narrations revealed several role-related themes in research about teaching and learning in VET. The study applies the process of role negotiation to a VET context by focusing attention on various aspects that emerged from the narratives as well as from theories of different academic fields and argues that role negotiation in the context of workplace learning might be in large parts moderated and supported by a company’s learning culture.
Today, creativity is considered a success factor in many occupational fields and a core competence of the 21st century. In vocational education and training (VET), creativity is defined as problem-solving ability and ascribed to the transversal competences. Creativity is always context-dependent in terms of the work environment and specific demands of an occupation. To implement creativity didactically in the classroom and in the workplace, it is important to understand what creativity entails in the context of different occupations. Accordingly, the aim of this interview study was to conduct an initial investigation into the facets of creative potential in different occupations. Since a suitable instrument for measuring creativity does not exist in VET at time of writing, this study was based on theories and instruments used in psychology. The findings of this study show that in the four occupations studied (commercial clerk, specialist in care, IT specialist, and design engineer), different facets of creativity were relevant to successfully coping with creative situations. Overall, divergent and convergent thinking were identified as the most important facets of creativity in the professional creative situations examined.
Apprentices are generally trained at one company during their apprenticeship. But, responsibilities in an apprenticeship can also be shared
between different companies, through collaboration and external support, relieving the companies of the risks, time and effort associated with
training an apprentice for an entire programme.
Sharing apprenticeships is particularly relevant
for companies which are too small (SMEs) or
specialised to cover the whole curriculum of an
apprenticeship, for companies which have a relatively short production horizon, or for those
with limited availability due to seasonal or cyclical changes. For apprentices, rotating between
different workplaces can be a solution whenever
there is a shortage of companies which can cover the entire training programme.
Rotation can thus be a solution for companies and apprentices whenever an entire apprenticeship is difficult or impossible to attain. How
this rotation is organised is not always the same:
there are different ways in different countries,
and some countries even have several forms of
rotation. This study reports such examples of rotation in different countries and investigates the
possible benefits for companies and learners, as
well as the issues which should be addressed.
From these examples, the study identifies a set
of aspects of rotation, such as the type of learner
and level of education, whether or not rotation
occurs in the same sector, the order of workplaces, individual or group learning, how many companies are involved, what the type of agreement
is and whether the apprentices are remunerated.
The last aspect, who or what is responsible for
the organisation of the rotation, is what categorises the different examples into different types
of rotation: rotation where the companies, the
apprentices or an external body is responsible
for the organisation.
Vocational education and training (VET) at Swiss enterprises includes the work with various digital technologies. They ease administration of work hours, work tasks, evaluations or log book remarks; they support communication with peers, co-workers and trainers; and they come in handy for idea development and creative work. Overarching trends in terms of changing learning cultures in apprenticeship training, such as individualization, flexibilization, self-organized learning, project work or coaching, support the introduction of these technologies and also benefit from them. Based on three in-depth case studies, results on the usage and impact of digital technologies will be presented. This chapter addresses the following research questions: Which digital tools are used in workplace training? What are potential benefits and extended justifications for the use of digital tools? How are modern learning cultures impacting the use of digital tools? We will outline how and where digital technologies are used at the workplace in apprenticeship training, why management has introduced them and how apprentices and their trainers benefit from it. Based on our findings, we will draw conclusions about how learning cultures are influencing the use of technologies and vice versa how the introduction of these technologies shapes innovative learning cultures in VET.
This concluding chapter takes a summarizing look at the contributions of the anthology, guided by two overarching questions: What dimensions are involved in the digital transformation of learning organizations? Which design perspectives can be used for digital transformation in learning organizations? In conclusion, this chapter leads back to the starting point of the anthology: the project #ko.vernetzt and the question of what significance the dimensions and design perspectives of digital transformation have in learning organizations.
This open access volume provides insight into how organizations change through the adoption of digital technologies. Opportunities and challenges for individuals as well as the organization are addressed. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital transformation of organizations. 2. Insights into available digital technologies as well as organizational requirements for technology adoption. 3. Issues and challenges for designing and implementing digital transformation in learning organizations. 4. Case studies, empirical research findings, and examples from organizations which successfully adopted digital workplace learning.
Competence demands for employees in the ICT sector have increased and new job profiles have been necessary, especially in the telecommunications industry. New competence requests challenge conventional qualifications and learning pathways, such as the apprenticeship route in Switzerland. For management the challenge is not only to change structural conditions of vocational learning at the workplace, but also attitudes, beliefs, and values regarding the ways in which apprentices are treated, the ways in which communication takes place, tasks are distributed, or expectations are expressed that require a transformation. The chapter introduces an enterprise case study. It elaborates on aspects, such as structural conditions for an innovative learning culture and measures for competence development, such as supporting agility, a trustful communication at eye level, as well as the flexibility in offering guidance.
Technical and vocational education and training (TVET) policy in South Africa since 1994 has stressed the vital importance of this sector in contributing to economic growth and alleviating socio-economic inequities. Twenty years after these policies were first set down and replicated in subsequent legislation, South Africa’s TVET sector has not been able to contribute to the key policy priority of reducing unemployment. Moreover, the sector has had a limited impact on achieving the nation’s economic goals. From the perspective of developing human capital, significant state investment in this sector has realised very low economic returns. There is extensive literature on the privatisation of education and the effects this has had on education and training policies and systems. This article draws on theoretical approaches that analyse the internal and external changes to public education and training systems as a result of privatisation. Furthermore, the article argues that both public and private TVET providers have been subjected to differing endogenous and exogenous privatisation approaches as defined by Ball and Youdell (2007). These dual approaches have affected the ability of the TVET college sector to respond effectively to South Africa’s education and training needs for economic growth, despite the prioritisation of this sector in government policy.
Digitalisation and a rapidly changing labour market introduce new demands on competence and these demands reinforce the renewal of Swiss apprenticeship training in businesses. The telecommunication industry is a representative example of the new challenges that vocational education and training faces. This article highlights some new approaches and pathways to apprenticeships. It shows that not only structural conditions need to be adjusted, but also the learning culture of the community of practice, which includes the shared attitudes, values and beliefs of all the actors involved in vocational education and training. As this article indicates, comprehensive changes in the apprenticeships at the enterprise studied have had a substantial impact on the development of competences such as creativity, reflection, autonomous action and initiative-taking.
This literature review engages with a diverse and sometimes contradictory body of work, employing an analytic stance rooted in policy scholarship. It discusses rhetorical constructions of the Fourth Industrial Revolution (4th IR), locating these in understandings of the economy rooted in a neo-liberalism which rests upon a capitalist terrain. The 4th IR is an ideological construct which reflects specific material interests and has particular implications for education and training. The 4th IR’s association with digitalisation and artificial intelligence is ambivalent. For some writers, this leads to technological unemployment while for others, even though there is labour market disruption, there is no employment crisis that cannot be resolved. The strong connection between the 4th IR and labour market requirements is softened by those writers who adopt a qualitative analysis of advanced manufacturing work. These scholars suggest that the relationship between technology and skill is rather more complex than the protagonists of technological unemployment describe. Neo-Marxist writers develop a qualitatively different account of the current conjuncture to the imaginary of the 4th IR. In this instance, the analysis turns towards the elimination of labour from paid employment, together with the falling rate of profit and bypasses the former arguments. This review concludes by arguing that technology and artificial intelligence are entwined with social relations, being sites of class struggle. How this is played out is an outcome of the balance of power, not only within the social formation but also globally. How far the development of the forces of production is compatible with capitalist relations is a moot point, as this is also a site of struggle. The paper draws out the implications for VET and considers progressive educational responses. However, such a practice needs to be set within a broader politics that is committed to the development of a socially just society.
Swiss vocational and professional education and training (VPET) attracts a lot of interest well beyond the national borders. By reading this book, anyone interested in the subject will be able to assess the extent to which ideas and structures of this VPET system could also be benefi cial for vocational qualifications in another country. To meet the requirements of the world of work as well as the needs of learners, the Swiss VPET system has become highly differentiated in recent years. It therefore enables young people and adults with different strengths and interests to acquire an initial qualifi cation and find a successful activity in a changing world of work. Above all, however, it opens up many different career opportunities thanks to the high level of permeability and the many programmes available in the tertiary sector. The book begins with an extensive look at the many different forms of VPET in Switzerland, before providing a comprehensive introduction to the development and structure of the system. The governance and its legal foundations are also described. Other chapters deal with functions of vocational learning and the education and training pathways and challenges of young people between school and working life. The participating institutions and their stakeholders are presented and their tasks discussed. Using various areas of tension, readers find out where current challenges and future development steps can be found.
n a global society, all educational sectors need to recognise internation-alism as a core, foundational principle. Whilst most educational sectors are taking upthat challenge, vocational education and training (VET) is still being pulled towardsthe national agenda in terms of its structures and systems, and the policies driving it,disadvantaging those who graduate from VET, those who teach in it, and the businessesand countries that connect with it. This paper poses questions about the future of in-ternationalisation in the sector. It examines whether there is a way to create a VETsystem that meets its primary point of value, to produce skilled workers for the locallabour market, while still bene�tting those graduates by providing international skillsand knowledge, gained from VET institutions that are international in their outlook.The paper examines some of the key barriers created by systems and structures in VETto internationalisation and suggests that the e�orts which have been made to address theproblem have had limited success. It suggests that only a model which gives freedom tothose with a direct vested interest, students, teachers, trainers and employers, to pursueinternational co-operation and liaison will have the opportunity to succeed
During the past decade vocational education policy has been furthering training networks. Enterprises which are too small or too specialised to offer an apprenticeship place on their own join a network of training companies. The responsibility for recruitment, placement, and formal qualification lies with a professionalised lead organisation. During their apprenticeship, the apprentices switch their training company on a (half-)yearly rotational basis. Based on a case study of four training networks in Switzerland the aim of this paper is to understand the reasons for the slow and hesitant insti-tutionalisation of this new organisational form of VET that has high potential for improving quality of VET, for creating additional apprenticeship places and for integration socially disadvantaged youth into post-compulsory education.
The European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults’ skills to date. The present study
(N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET
adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as “at-risk” or “weak” performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches.
The Agile project management methodology has been widely used in recent years as a means to counter the dangers of traditional, front-end planning methods that often lead to downstream development pathologies. Although numerous authors have pointed to the advantages of Agile, with its emphasis on individuals and interactions over processes, customer collaboration over contracts and formal negotiations, and responsiveness over rigid planning, there are, to date, very few large-scale, empirical studies to support the contention that Agile methods can improve the likelihood of project success. Developed originally for software development, it is still predominantly an IT phenomenon. But due to its success it has now spread to non-IT projects. Using a data sample of 1002 projects across multiple industries and countries, we tested the effect of Agile use in organizations on two dimensions of project success: efficiency and overall stakeholder satisfaction against organizational goals. We further examined the moderating effects of variables such as perceived quality of the vision/goals of the project, project complexity, and project team experience. Our findings suggest that Agile methods do have a positive impact on both dimensions of project success. Further, the quality of the vision/goals is a marginally significant moderator of this effect. Implications of these findings and directions for future research are discussed.
The key features which influence mental health both in jobs and unemployment are brought together within a single perspective. Three principal axes of affective well-being are identified as warranting investigation, and it is suggested that nine environmental features are of primary importance. The impact of these features on mental health is viewed as analogous to the influence of vitamins on physical health, with an explicit non-linearity in the relationship. This ‘vitamin model’ is extended to permit examination of individual differences (for example, in terms of baseline values and specific matching characteristics), and empirical evidence is summarized. It is concluded from previous research that job features do not interact synergistically in relation to employee well-being, although this possibility may not yet have been adequately tested. The framework is suggested to be adequately comprehensive, but, as is the case with other models, it requires development in respect of the specific mechanisms operating between environmental features and mental health.
Educational policy is asked to support young people in their successful transition from education to employment. In Switzerland, a two-year apprenticeship with Federal VET Certificate was established in 2002 aimed at increasing the employability of low-achieving school leavers. It is a low-threshold VET programme offering standardised vocational training to low-achieving youths. It leads to a VET Certificate, which is different from the Federal VET Diploma obtained after a three- or four-year apprenticeship. Data of two Swiss longitudinal studies including a sample of apprentices on a two-year training course with either a special needs (N = 28) or a regular school (N = 261) background at lower secondary, and a sample of graduates on a three-year training course (N = 118) are used to study the success of the two-year apprenticeship from a comparative perspective. The findings confirm that the new apprenticeship offers favourable learning opportunities that foster employability and upward mobility after graduation. However, the findings also indicate limitations of the two-year apprenticeship, such as the least successful learners can only profit from the new form of apprenticeship to a certain degree.
To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is whether workplace learning in initial VET contributes to this aim. To describe WPL processes and outcomes in the Dutch senior VET context, we apply a further elaboration of a comprehensive workplace learning theory, comprising a cognitive, a social and an emotional dimension. Qualitative case studies show that various factors in the different dimensions of learning influence the learning processes and outcomes in a diverse way. Especially more profound acquisition and development of abstract principles relating to flexible competence does not automatically take place during WPL. To fulfill the expectations regarding the role of initial VET to contribute to learning to learn and lifelong learning, improvements are required.
This chapter analyses how apprentices in the Swiss VET system receive practical instruction
within training companies and how they are being supported and guided by experts in the workplace. It does so by paying special attention to verbal and nonverbal interaction
between experts and apprentices, exploring the hypothesis that a fine-grained analysis focused on language-in-interaction could profitably inform the conditions in which learning arises from a practice-based training model. The chapter commences with a brief overview of the main issues and problems challenging initial vocational education
in Switzerland
. It then identifies and illustrates four distinct interactional configurations through which guidance
progresses in the workplace: as spontaneously provided, explicitly requested, collectively distributed, or implicitly denied. This empirical and interactional approach, based on audio-video data analysis, contributes to a reflection
on the strengths and weaknesses of a practice-based training model as it is implemented in the Swiss apprenticeship
system.
In this paper, we argue that the ability of a firm to recognize the value of new, external information, assimilate it, and apply it to commercial ends is critical to its innovative capabilities. We label this capability a firm's absorptive capacity and suggest that it is largely a function of the firm's level of prior related knowledge. The discussion focuses first on the cognitive basis for an individual's absorptive capacity including, in particular, prior related knowledge and diversity of background. We then characterize the factors that influence absorptive capacity at the organizational level, how an organization's absorptive capacity differs from that of its individual members, and the role of diversity of expertise within an organization. We argue that the development of absorptive capacity, and, in turn, innovative performance are history- or path-dependent and argue how lack of investment in an area of expertise early on may foreclose the future development of a technical capability in that area. We formulate a model of firm investment in research and development (R&D), in which R&D contributes to a firm's absorptive capacity, and test predictions relating a firm's investment in R&D to the knowledge underlying technical change within an industry. Discussion focuses on the implications of absorptive capacity for the analysis of other related innovative activities, including basic research, the adoption and diffusion of innovations, and decisions to participate in cooperative R&D ventures.
We propose that interdependence in a work context determines to what extent work roles are embedded within a broader social system and, further, that uncertainty determines whether work roles can be formalized or whether they emerge through adaptive and proactive behavior. Cross-classification of task, team member, and organization member behaviors with proficiency, adaptivity, and proactivity produced nine subdimensions of work role performance. Ratings from 491 supervisors from 32 organizations and self-ratings from employees in two organizations (n's = 1,228 and 927) supported the proposed distinctions. Self-reports of proactivity were positively correlated with two external measures of proactivity.
In this review of the psychological study of creativity there are 4 emphases; products, process, measurement, and personality. 3 main issues concern questions of: definition and criteria, the process viewed temporally, and necessary personal and environmental conditions. The relationship between creativity and intelligence is discussed to illustrate the need for conceptual reorganization as well as correlational data. We should now be able to utilize personality and stylistic modes as criterion variables and to study how these factors are related at different age levels to behavior that is judged to be creative. This approach holds promise for providing a functional, developmental understanding of creativity. (124 ref.)
In this paper, we take our theoretical point of departure in recent work in organisational economics on systems of human resource management (HRM) practices. We develop the argument that just as complementarities between new HRM practices influence financial performance positively, there are theoretical reasons for expecting them also to influence innovation performance positively. We examine this overall hypothesis by estimating an empirical model of innovation performance, using data from a Danish survey of 1,900 business firms. Using principal component analysis, we identify two HRM systems which are conducive to innovation. In the first one, seven of our nine HRM variables matter (almost) equally for the ability to innovate. The second system is dominated by firm-internal and firm-external training. Of the total of nine sectors that we consider, we find that the four manufacturing sectors correlate with the first system. Firms belonging to wholesale trade and to the ICT intensive service sectors tend to be associated with the second system. Copyright 2003, Oxford University Press.
How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.
In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of value, to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
A curious ambiguity surrounds errors in professional working contexts: they must be avoided in case they lead to adverse (and potentially disastrous) results, yet they also hold the key to improving our knowledge and procedures. In a further irony, it seems that a prerequisite for circumventing errors is our remaining open to their potential occurrence and learning from them when they do happen. This volume, the first to integrate interdisciplinary perspectives on learning from errors at work, presents theoretical concepts and empirical evidence in an attempt to establish under what conditions professionals deal with errors at work productively—in other words, learn the lessons they contain. By drawing upon and combining cognitive and action-oriented approaches to human error with theories of adult, professional, and workplace learning this book provides valuable insights which can be applied by workers and professionals. It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions. Written by an international group of distinguished researchers from various disciplines, the chapters paint a comprehensive picture of the current state of the art in research on human fallibility and (learning from) errors at work.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultural context, prior knowledge, and the emotional aspects of learning are highlighted, and related to self-directed learning in life. Important aspects of process-oriented teaching are summarized in four principles. A multidimensional approach to learning also provides a conceptual basis to teachers’ learning. Developing a process-oriented approach in teaching presents a major challenge for teachers as well as for schools.
In this conceptual paper, we expose learning cultures that contribute to firms’ sustained success in innovations. The learning cultures we propose are based on the cultural theory proposed by Mary Douglas. We argue that different learning cultures have different preferences for modes of learning: the hierarchical learning culture prefers internal knowledge creation; the competitive learning culture learns through external knowledge transfer and the egalitarian learning culture learns through debates and discourse. We argue that, owing to their inherent characteristics, each learning culture will be more effective at different stages of the innovation process: the hierarchical learning culture will come to the fore during the radical phase of the innovation process, the competitive learning culture will be more effective during the incremental phase and the egalitarian learning culture will outshine the other two during the transition period between the radical and incremental phases. Finally, we propose that firms that support different learning cultures during different stages of the innovation process in the sequence that we outline in this paper will enjoy sustained success in innovations. Managerial and theoretical implications are also discussed.
This paper reviews the literature on organizational learning. Organizational learning is viewed as routine-based, history-dependent, and target-oriented. Organizations are seen as learning by encoding inferences from history into routines that guide behavior. Within this perspective on organizational learning, topics covered include how organizations learn from direct experience, how organizations learn from the experience of others, and how organizations develop conceptual frameworks or paradigms for interpreting that experience. The section on organizational memory discusses how organizations encode, store, and retrieve the lessons of history despite the turnover of personnel and the passage of time. Organizational learning is further complicated by the ecological structure of the simultaneously adapting behavior of other organizations, and by an endogenously changing environment. The final section discusses the limitations as well as the possibilities of organizational learning as a form of intelligence.
A model is proposed that specifies the conditions under which individuals will become internally motivated to perform effectively on their jobs. The model focuses on the interaction among three classes of variables: (a) the psychological states of employees that must be present for internally motivated work behavior to develop; (b) the characteristics of jobs that can create these psychological states; and (c) the attributes of individuals that determine how positively a person will respond to a complex and challenging job. The model was tested for 658 employees who work on 62 different jobs in seven organizations, and results support its validity. A number of special features of the model are discussed (including its use as a basis for the diagnosis of jobs and the evaluation of job redesign projects), and the model is compared to other theories of job design.
Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with mistakes is a particular strategic source of workplace learning for such organisations, because contemporary work often is so complex that mistakes cannot be avoided. A workplace culture of learning from mistakes stands to maximise them as effective learning experiences. Two empirical studies were conducted in order to investigate conditions of learning from mistakes in everyday work in modern enterprises. Study 1 assessed the role of individual mistake orientation using a questionnaire. Through the comparison of 52 managers and 108 working staff members the variability of learning from mistakes was investigated. Study 2 assessed how communities of practice deal with mistakes and what is done to prevent them occurring in future. Semi-structured interviews were conducted with 28 subjects, 14 managers and 14 working staff members. Study 1 revealed a greater appraisal of mistakes as opportunities for learning by managers, but no differences in related strategies and emotions. Study 2 revealed that mistakes are constructively dealt with, and that they are appraised as learning opportunities. Both studies indicate the presence of a culture of learning from mistakes in everyday work. Conclusions are drawn about organisational and personal prerequisites for this kind of workplace learning.
The following re-conceptualisation of vocational expertise is premised on reconciling contributions from cognitive psychology with those from social and cultural theories of thinking and acting. Relations between the individuals acting and the social practice in which they act are proposed as bases for knowing and performance — knowing in practice. Domains of knowledge are held to be products of reciprocal and interpretative construction arising from individuals' engagement in social practice, rather than being abstracted disciplinary knowledge or disembedded sociocultural tools. The construction of the individuals' domains of vocational practice is constituted reciprocally through their participation at work. Some implications for curriculum are also proposed.
Japanese companies have become successful because of their skill and expertise at creating organizational knowledge. Organizational knowledge is not only the creation of new knowledge, but also disseminating it throughout the organization, and embodying it in products, services, and systems. Knowledge is the new competitive resource, and its creation and utilization is a dynamic, interactive process. Knowledge is used as the basic unit of analysis to explain firm behavior; a business creates and processes knowledge. Knowledge may be explicit or tacit; this study treats them as complements that form a dynamic relationship. The individual interacts with the organization through knowledge; knowledge creation occurs at the individual, group, and organizational levels. The forms of knowledge interaction (between tacit and explicit, and between individual and firm) produce four major processes of knowledge conversion: from tacit to explicit, explicit to explicit, explicit to tacit, and tacit to tacit. Japanese companies create new knowledge by converting tacit knowledge to explicit knowledge. The book has three goals: to formalize a generic model of organizational knowledge creation, explain why certain Japanese companies have been continuously successful in innovation, and develop a universal model of company management based on convergence of knowledge practices in Japan and the world. First presents a philosophical exposition of knowledge and its application to managemen, then the core concepts of knowledge creation, with four modes of knowledge conversion. The Matsushita company is used to illustrate the process model of organization knowledge creation. The two traditional styles of management (top-down and bottom-up) are shown not to be effective in fostering the dynamic necessary to create organizational knowledge, and a new organization structure considered most conducive to knowledge creation is proposed. (TNM)
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