Master's Thesis, 30 ECTS, spring 2018 55 pages, excluding reference list and appendices
"Sust... more Master's Thesis, 30 ECTS, spring 2018 55 pages, excluding reference list and appendices
"Sustainable lifelong learning in discretionary working life
- professionals' real conditions for learning in knowledge-intensive large companies"
Hållbart livslångt lärande i diskretionärt arbetsliv - en studie av yrkesverksammas reella villkor för lärande i kunskapsintensiva storföretag , 2018
The high demand for professional training reflects the need for knowledge and recurrent learning ... 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.
The high demand for professional training reflects the need for knowledge and recurrent learning ... 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 a...
Master's Thesis, 30 ECTS, spring 2018 55 pages, excluding reference list and appendices
"Sust... more Master's Thesis, 30 ECTS, spring 2018 55 pages, excluding reference list and appendices
"Sustainable lifelong learning in discretionary working life
- professionals' real conditions for learning in knowledge-intensive large companies"
Hållbart livslångt lärande i diskretionärt arbetsliv - en studie av yrkesverksammas reella villkor för lärande i kunskapsintensiva storföretag , 2018
The high demand for professional training reflects the need for knowledge and recurrent learning ... 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.
The high demand for professional training reflects the need for knowledge and recurrent learning ... 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 a...
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Thesis Chapters by Deana Nannskog
"Sustainable lifelong learning in discretionary working life
- professionals' real conditions for learning in knowledge-intensive large companies"
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.
Papers by Deana Nannskog
"Sustainable lifelong learning in discretionary working life
- professionals' real conditions for learning in knowledge-intensive large companies"
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.