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Study aims

Opportunity or obligation? Identity, autonomy and conflict in work-based learning: a case in point. Study aims.

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Study aims

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  1. Opportunity or obligation?Identity, autonomy and conflict in work-based learning: a case in point

  2. Study aims • Interdisciplinary team from UWE commissioned by NHS Trust to evaluate a workplace learning project for Senior Sisters, to identify aspect of care to achieve improvement outcomes. Work was linked to two consecutive modules run by UWE, and could gain academic accreditation. • Background: moves to make nursing a graduate profession announced in December 2009. Also there were adverse reports in the local and national press regarding the standard of nursing care. Project aimed to address both. • Review was to find out if the project met its aims ; identify other effects and consequences on staff involved; uncover any changes to the organisational culture.

  3. Study methods and data The methods used included interviews, questionnaires, and an analysis of documentation associated with the project. (31 Senior Sisters had been invited to undertake the learning; 9 ultimately registered, 8 made at least partial submissions.) Senior sister interviewees Number Senior sister participants 4 Senior sister non-participants 3 Total 7 Questionnaire responses Number Participants 4 Non-participants 9 Total responses 13 6 hospital managers and 3 University teaching staff were also interviewed.

  4. Interpretation:4 theoretical models used • Bandura (and colleagues): Social Cognitive Theory (triadic reciprocal causation)

  5. Beck & Young: Bernsteinian analysis of • changes in professional ID • French personalism school: autonomy to reciprocity • Tajfel and Turner: social categorisation and social identity theories • [see supporting notes for evidence]

  6. Conclusions What might this case study suggest for shifting occupational and professional education in the L&S sector? • Individual level: Autonomy is a characteristic of all humans, developed as an aspect of my identity. My self-beliefs of efficacy determine my level of motivation, and guide my actions. My work identity is a part of both who I am as an individual, and which group identity I acquire. • Interpersonal level: There is no learning leading to autonomy without a reciprocal relationship with another person. Our shared group beliefs in collective power to produce desired results are key ingredients of collective agency. These beliefs are emergent from groups, and not just sum of efficacy beliefs of individuals. • Organisational level: Environmental events can undermine or enhance self-regulation and attainment in an organisation. If a group is not ready to learn, attempts at alignment by managers may be resisted if the group’s goals aren’t recognised and met. Need awareness of group norms/beliefs/values. These include self-efficacy beliefs, and so motivation. Jacquie Rogers, Senior Lecturer, UWE Department of Educationjacquie.rogers@uwe.ac.ukSW LSRN presentation, July 2010

  7. Suggested questions for discussion • What might the theories presented suggest would be useful strategies in my teaching and/or management role? • What can we take forward from the case in point to help produce better outcomes in workplace learning?

  8. Selected bibliography • Bandura, A. (2000) ‘Exercise of human agency through collective efficacy’ [online], Current Directions in Psychological Science, vol. 9, no. 3, pp. 75-78. Available from: http://www.jstor.org.libezproxy.open.ac.uk/sici?origin=sfx%3Asfx&sici=0963-7214(2000)9%3A3%3C75%3AEOHATC%3E2.0.CO%3B2-O&cookieSet=1 • Beck, J. and Young, M. (2005) ‘The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis’ [online] British Journal of Sociology of Education, vol. 26, no. 2, pp. 183-197. Available from: http://www.jstor.org.libezproxy.open.ac.uk/stable/pdfplus/30036057.pdf • Eneau, J. (2008) ‘From autonomy to reciprocity or vice versa? French personalism’s contribution to a new perspective on self-directed learning’, Adult education quarterly, vol. 58, no. 3, pp. 229-248 • Korte, R. (2007) ‘A review of social identity theory with implications for training and development’, Journal of European Industrial Training, vol. 31, no. 3, pp. 166-180 Available from: http://www.emeraldinsight.com.libezproxy.open.ac.uk/journals.htm?articleid=1600822&show=html • Wood R. and Bandura, A. (1989) ‘Social cognitive theory of organisational management’ [online], Academy of Management Review, vol. 14, issue 3, pp. 361-384 Available from: http://web.ebscohost.com.libezproxy.open.ac.uk/ehost/detail?vid=1&hid=11&sid=5fe80e8b-7704-4ab8-ba52-575c078743c6%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bth&AN=4279067 Jacquie Rogers, Co-Programme Leader L&S, UWE: jacquie.rogers@uwe.ac.uk (Thanks to colleagues Professor Ann-Marie Bathmaker of BRILLE and Dr Ian Fletcher, UWE Faculty of HSC)

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