Contact

Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

Our Research Catalogue contains grants and outputs data up until April/May 2014.

Improving Incentives to Learning in the Workplace

Grant reference: L139251005

« View grant details

Journal article details

Learning as apprentices in the contemporary UK workplace : creating and managing expansive and restrictive participation
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.
Original Document
10.1080/1363908032000093012
English

Primary contributor

Author Alison Fuller

Additional contributors

Co-author Lorna Unwin

Additional details

16
4
Yes
1363-9080
Routledge, Taylor & Francis Group
01 December 2003
407-426
Abingdon
Post-print
Journal of education and work

Cite this outcome

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.