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Hållbart livslångt lärande i diskretionärt arbetsliv - en studie av yrkesverksammas reella villkor för lärande i kunskapsintensiva storföretag

Nannskog, Deana LU (2018) PEDM24 20171
Education
Abstract (Swedish)
Hög efterfrågan på kompetensutveckling speglar behovet av kunskap och livslångt lärande i företag idag. Lärosätena har en central roll i samhället som utbildare, kan de stödja yrkesverksammas livslånga lärande i diskretionärt arbete på ett hållbart sätt?
Studiens syfte är att bidra med kunskap om de reella villkoren för att ägna sig åt livslångt lärande.
Studiens resultat avser bidra gällande överväganden kring utformning av uppdragsutbildningen genom matchning av reella villkor.
Det empiriska materialet, ljudinspelningar och dokument har samlats in genom intervjuer, fältsamtal, besök på informanternas arbetsplatser genom go-alongs.
Datan har analyserats med hjälp av Saldañas (2016) cykelkodningsmetoder.
Resultat, livslångt... (More)
Hög efterfrågan på kompetensutveckling speglar behovet av kunskap och livslångt lärande i företag idag. Lärosätena har en central roll i samhället som utbildare, kan de stödja yrkesverksammas livslånga lärande i diskretionärt arbete på ett hållbart sätt?
Studiens syfte är att bidra med kunskap om de reella villkoren för att ägna sig åt livslångt lärande.
Studiens resultat avser bidra gällande överväganden kring utformning av uppdragsutbildningen genom matchning av reella villkor.
Det empiriska materialet, ljudinspelningar och dokument har samlats in genom intervjuer, fältsamtal, besök på informanternas arbetsplatser genom go-alongs.
Datan har analyserats med hjälp av Saldañas (2016) cykelkodningsmetoder.
Resultat, livslångt lärande individuellt och situationellt bunden social praxis och process, central för hantering av arbetskraven. Ledningens mentala modeller och företagskulturen är kritiska faktorer för möjligheterna till livslångt lärande i arbetet. Livslångt lärande integrerad i företagsrationaliteten ger resurser och acceptans för lärande under arbetstid, medan separerat lärande förväntas ske utanför arbetstid, vilket rubbar projektledarnas worklife balance.
Konklusion, anställdas livslångt lärande och dess villkor varierar. Livslångt lärande bör hanteras av arbetsgivare som en integrerad del av diskretionärt arbete för att stödja anställda i kunskapsutvecklingen. Företagen behöver identifiera och kritiskt granska egna inflytelserika mentala modeller för livslångt lärande. Uppdragsutbildning kan på hållbart sätt stödja yrkesverksammas livslånga lärande genom att utgå från dels arbetsmiljölagstiftning dels arbetslivspedagogik förankrad i fronetisk kunskap. (Less)
Abstract
The high demand for professional training reflects the need for knowledge and recurrent learning in organisations today. Universities play an important role in society as a long-term provider of education and professional training. How can institutions of higher education contribute to the increasing need for knowledge and learning in society through supporting sustainable lifelong learning at work?
The purpose of this study is to contribute with knowledge regarding the conditions of work-related lifelong learning to the field of work-life pedagogy. The results of the study should provide universities with knowledge, useful when designing sustainable educational outreach concepts - meeting real conditions and needs of professionals.
... (More)
The high demand for professional training reflects the need for knowledge and recurrent learning in organisations today. Universities play an important role in society as a long-term provider of education and professional training. How can institutions of higher education contribute to the increasing need for knowledge and learning in society through supporting sustainable lifelong learning at work?
The purpose of this study is to contribute with knowledge regarding the conditions of work-related lifelong learning to the field of work-life pedagogy. The results of the study should provide universities with knowledge, useful when designing sustainable educational outreach concepts - meeting real conditions and needs of professionals.
The empirical data was collected using workplace go-alongs and unstructured interviews with six project managers and six representatives from HR-divisions in discretionary workplaces. In total eleven large-scale companies are represented.
The data were analysed using first and second cycle coding methods by Saldaña (2016).
The main findings showed that lifelong learning is an individual and situational social practice continuously reconstituted. Lifelong learning is used by project managers to establish agency and control over discretionary work demands. Management’s mental models and company culture are critical to organisational learning. Lifelong learning aligned with company's rationale renders resources and acceptance for learning during work hours. Learning not integrated into the company’s rationale are excluded and consequently disrupt work-life balance of professionals.
The conclusion is that lifelong learning needs to be recognised in policies and learning strategies as integrative part of discretionary work. Companies need to identify and critically examine influential mental models regarding lifelong learning. Higher education can support lifelong learning through by enforcing critical thinking and academic Employees’ conditions for lifelong learning vary and are individual and situational. (Less)
Please use this url to cite or link to this publication:
author
Nannskog, Deana LU
supervisor
organization
course
PEDM24 20171
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Livslångt lärande, reella villkor, work-life balance, diskretionärt arbete, uppdragsutbildning, social hållbarhet, affordans, strategier, fronesis
language
Swedish
id
8958525
date added to LUP
2018-09-17 10:07:08
date last changed
2019-01-29 10:54:21
@misc{8958525,
  abstract     = {{The high demand for professional training reflects the need for knowledge and recurrent learning in organisations today. Universities play an important role in society as a long-term provider of education and professional training. How can institutions of higher education contribute to the increasing need for knowledge and learning in society through supporting sustainable lifelong learning at work? 
The purpose of this study is to contribute with knowledge regarding the conditions of work-related lifelong learning to the field of work-life pedagogy. The results of the study should provide universities with knowledge, useful when designing sustainable educational outreach concepts - meeting real conditions and needs of professionals. 
The empirical data was collected using workplace go-alongs and unstructured interviews with six project managers and six representatives from HR-divisions in discretionary workplaces. In total eleven large-scale companies are represented. 
The data were analysed using first and second cycle coding methods by Saldaña (2016). 
The main findings showed that lifelong learning is an individual and situational social practice continuously reconstituted. Lifelong learning is used by project managers to establish agency and control over discretionary work demands. Management’s mental models and company culture are critical to organisational learning. Lifelong learning aligned with company's rationale renders resources and acceptance for learning during work hours. Learning not integrated into the company’s rationale are excluded and consequently disrupt work-life balance of professionals. 
The conclusion is that lifelong learning needs to be recognised in policies and learning strategies as integrative part of discretionary work. Companies need to identify and critically examine influential mental models regarding lifelong learning. Higher education can support lifelong learning through by enforcing critical thinking and academic Employees’ conditions for lifelong learning vary and are individual and situational.}},
  author       = {{Nannskog, Deana}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Hållbart livslångt lärande i diskretionärt arbetsliv - en studie av yrkesverksammas reella villkor för lärande i kunskapsintensiva storföretag}},
  year         = {{2018}},
}