This paper examines the developing relationship between higher education (HE) practices and professional training for UK firearms officers. In particular, this paper's analysis challenges some common assumptions about the role of HE and the drive to professionalization in the context of police firearms training. The potential for effective…

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally…

This paper examines employment-related training programmes offered by state funded agencies and multinational corporations in Toronto (Canada) and Kolkata (India). In recent years both cities have witnessed a rise in the service sector industries aligned with global regimes of flexible work and the consequent reinvention of a worker subject that…

In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their…

Actor network theory (ANT) is used to explore how work-learning is enacted in informal online communities and illustrates how researchers might use sociomaterial approaches to uncover complexities, uncertainties, and specificities of work-learning practices. Participants in this study were self-employed workers. The relational and material aspects…

This article reports on the findings of a planned workplace health promotion intervention, and the aim is to identify conditions that facilitated or restricted the learning to promote health at an emergency care department in a Swedish hospital. The study had a longitudinal design, with interviews before and after the intervention and follow-up…