“I don’t think I am a learner”: acts of naming learners at work

By David Boud, Nicky Solomon. 2003

142 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/7b7912e135cb5898281a32a41d572ffdad81d10d

How researchers see this paper

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

In Education

1. David Boud
2. P. Hager
3. A. Fuller
4. Phil Askham
5. N. Falchikov
6. L. Unwin
7. D. Carless
8. Janet Colvin

In Human Factors and Ergonomics

1. P. Hager
2. Phil Askham
3. A. Fuller
4. David Boud
5. R. Warhurst
6. Ewart Keep

In Organizational Behavior and Human Resource Management

1. P. Hager
2. Phil Askham
3. David Boud
4. Alan Felstead

Citations in the corpus

• Lifelong learning in the workplace? Challenges and issues (2004, background): “Bourdieu (1990a) makes a distinction between two logics: the logic of practice and the logic of the theorisation of practice.”
• Surveying the scene: learning metaphors, survey design and the workplace context (2005, background): “…the development of summative assessments of the outcome of the learning process, whatever this comprises, over-emphasises Learning at work 365 behavioural outcomes and sidesteps entirely the sources of learning associated with professional/occupational identity formation (Boud & Solomon, 2003).”
• Conceptions of learning and understanding learning at work (2004, unknown): “But as research reported by Boud & Solomon (2003) suggests, in workplaces not too far removed from the academy, unconscious commitment to the learning as product view leads people to assign negative connotations to terms such as ‘learner’ and ‘learning’.”
• Context and identity: exploring adult learners' experiences of higher education (2008, background): “They suggest ‘that having an identity as a learner may not be compatible with being regarded as a competent worker’ (Boud and Solomon 2003 , 326).”
• Aligning assessment with long‐term learning (2006, background): “Being identified as a learner can be resisted in workplaces (Boud & Solomon, 2003).”