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Understanding of professional practice and learning in globalised work

This study delves into the significance of understanding professional transitions for individuals, organizations, and policymakers alike. Exploring psychological, educational, and sociological perspectives, it analyzes the challenges and strategies involved in navigating career shifts, roles, responsibilities, and knowledge in today's dynamic work environment. From managing change in organizations to the personal coping strategies needed in transitions, the research uncovers the complexities and opportunities inherent in professional development. It also investigates the role of learning, identity, and agency in the lifecourse approach, questioning conventional notions of success and linear progression. By examining different forms of transitions across professions, regions, and activities, the study aims to shed light on empowering and disempowering aspects and the impact of educational interventions on professionals' journeys.

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Understanding of professional practice and learning in globalised work

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  1. Understandingof professional practice and learningin globalised work transitions Tara Fenwick University of Stirling

  2. transition … derived from • the Latintransitus(passage; crossing) • the Late Latintransire(go over, cross) • the Latintrans(beyond, across)

  3. Why understanding transitions matters • Psychological – personal struggle, dissonance, challenges to self-concept. Counselling to provide personal coping strategies • Organisation/management studies – planning & ‘managing’ workers’ change • Policy/regulatory view – ensuring quality & reliability of professional decision-making

  4. Why understanding transitions matters • Educational interest – understanding & supporting learning processes in transition

  5. a sociological starting point …

  6. Transitions in New Public Managerialism less knowledge authority & discretionary judgment multiple competing stakeholders and regulatory agencies increased audit measures and performativity

  7. personal transitionsin professional practice • unfolding career • role/responsibility • knowledge • migration

  8. discourses of transition • as problem needing management • as perpetual, inevitable • as ‘becoming’ • as institutionalized path • as turning point • as journey

  9. Educational assumptions about transition • people can become ‘prepared’ through knowledge • what’s coming is known • we should develop strategies to ‘cope’

  10. Researching transitions – insights and problems

  11. psychological approach • Life tasks & self concept • Cognitive coping strategies • Planning & reflection • Translate goals and self-beliefs to action • Emotional coping strategies • “defensive pessimism” • “optimism”

  12. problems – psychological approach • Unpredictable effects of cultural norms, values • Mediated by others’ expectations, language, positioning (power) • Hundred of cognitive dimensions influence choices • People perform and identify with diverse selves

  13. ‘life course’ sociology approach • Life history enmeshed with environments • Social/cultural capital • Discourses influencing self-narratives • Triggers of transition, and responses • Learning/identity/agency

  14. Role of learning in lifecourse approach • what people learn from their lives, what they learn for their lives – and how • Learning as blocker and as enabler • What restricts mobility, new possibilities? • What best supports ‘enabling’ learning that manages transitions?

  15. Problems – lifecourse approach • Focusing on the individual • Focusing on events • The ‘becoming’ discourse • Pathologising transitions • ‘Managing’ transitions

  16. Career passages approach • School-to-work • Career ‘stages’ • Periphery to center

  17. problems – career passages • Normative patterns, homogenised, linear • Economism – individualist, adaptive • Work sites as static blocks? – only the individual moves • Deflects critical gaze from processes causing change

  18. Issues - ‘transitions’ as learning Construction of ‘risk’ (need help, soothing) Conception of passage (space as static)

  19. Conceptions of ‘journey’ • (uni-directional) • (discourse of development) Preoccupation with personal-psychological, or personal-social • (ignores ecologies of practice& transition) • (accepts existing systems of production)

  20. Questions for exploration? • What is a ‘successful’ transition? (& is this a valid question?) • How can we conceptualise transitions in ways that disrupt linearity , universality, ‘development’? • How do we examine the complex ecologies of transition? • Are distinctly different forms of transition experienced across professional groups? Across activities? Regions? Moments? • How do different forms & practices of learning influence professionals’ transitions? • Are some transitions more ‘empowering’ or ‘disempowering’?

  21. What is the purpose of educational/ pedagogical intervention in professionals’ transitions? (and on what basis do we justify this purpose?)

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