Learning to work and working to learn

By R. Barnett. 2001

168 citations recorded by the source corpus.

Subfields: General Social Sciences, Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5cafcea7d9601c4ff88c20154e122003d8068d9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Social Sciences

1. N. Burchell
2. R. Jacobs
3. Yoonhee Park
4. Alf Lizzio *
5. K. Wilson
6. Dave Hodges
7. Phil Askham

In Political Science and International Relations

1. N. Burchell
2. R. Jacobs
3. Yoonhee Park
4. Alf Lizzio *
5. K. Wilson
6. Dave Hodges
7. Phil Askham
8. Vicki Trowler

In Sociology and Political Science

1. N. Burchell
2. Rita Kop
3. R. Jacobs
4. Yoonhee Park
5. Alf Lizzio *
6. K. Wilson
7. Dave Hodges
8. Phil Askham

Citations in the corpus

• A Proposed Conceptual Framework of Workplace Learning: Implications for Theory Development and Research in Human Resource Development (2009, background): “Barnett (1999) stated that work has necessarily become part of learning and learning in turn has become part of work.”
• A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses (2011, background): “Barnett (2002) had his own interpretations of knowledge in relation to uncertainty and change.”
• Context and identity: exploring adult learners' experiences of higher education (2008, background): “Barnett suggests the adult who chooses to leave one life world to enter the intellectual world of learning faces the ‘existential anxiety’ (Barnett 1999 , 38) of ‘inhabiting two discourses at once’ (Elliott 1999 , 24).”
• Action Learning in Higher Education: an investigation of its potential to develop professional capability (2004, background): “Thus, Barnett (1994) poses `creative responses to the unpredictable', and Stephenson and Weil (1992) `con®dently taking appropriate action in unfamiliar and changing circumstances' as de®ning features of the capable professional. Thus, consistent with Stephenson's (1998) comparative analysis, while ”
• Business Graduate Competencies: Employers' Views on Importance and Performance. (2003, background): “In addition, this lower emphasis on the technical skills is perhaps indicative of the changing nature of the workplace, where today’s professionals must grapple with a myriad of ‘supercomplexities’ that require the application of a broader range of skills and behaviors (Barnett, 1999).”