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Improving Incentives to Learning in the Workplace

Grant reference: L139251005

Journal article details

Title Learning as apprentices in the contemporary UK workplace : creating and managing expansive and restrictive participation

Description Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK's Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive participation which help distinguish between different approaches to apprenticeship. We suggest that three inter-related themes (participation, personal development and institutional arrangements) underpin an expansive/restrictive continuum. The analysis is used to categorise company approaches to apprenticeship according to their expansive and restrictive characteristics, and to illustrate the variable learning opportunities that are being created for apprentices under the Modern Apprenticeship.

Url http://dx.doi.org/10.1080/1363908032000093012

Url Description Original Document

DOI 10.1080/1363908032000093012

Language English

Primary contributor

Author Alison Fuller

Additional contributors

Co-author Lorna Unwin

Additional details

Volume number 16

Issue number 4

Is this item peer reviewed (refereed)? Yes

ISSN 1363-9080

Publisher Routledge, Taylor & Francis Group

Date of publication 01 December 2003

Page reference 407-426

Place of publication Abingdon

Is this item a pre-print or post-print? Post-print

Title of journal Journal of education and work

Cite this outcome

Citation Style:

Harvard

Fuller, Alison and Unwin, Lorna (2003) Learning as apprentices in the contemporary UK workplace : creating and managing expansive and restrictive participation. Journal of education and work. 16 (4), pp. 407-426 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Fuller Alison and Unwin Lorna. Learning as apprentices in the contemporary UK workplace : creating and managing expansive and restrictive participation. Journal of education and work 2003; 16 (4): 407-426.