As the world's economy develops into a more dynamic, fast-moving, and unpredictable entity, it is crucial that the workers who create wealth have the ability to assess and respond to new and unforeseen challenges. In other words, the future will require a more competent workforce. What, though, does this mean in practice? In this, the fully revised second edition of Christine Velde's book, a variety of researchers from around the world provide a truly international perspective on the issue. They help to redefine the term competence. Rather than responding to challenges using a pre-existing set of skills, they see competence as having the ability to assess new situations, and then adapt one's response accordingly, particularly in collaboration with others. Providing the reader with insightful perspectives about competence in different situations and contexts, the book's sections explore the concept of competence in industry and vocational education, in schools and colleges, in small businesses and companies, and in universities. The interpretation, experience and teaching of competence in the workplace is boiled down to five essential components that in themselves represent an argument for a more holistic conception of competence. Velde herself concludes the book by synthesizing and reflecting on the contents. This book provides the reader with insightful perspectives on competence, and the characteristics of learning environments in different workplace contexts. Drawing on phenomenographic insights allows it to present a more enlightened view of competence, at the same time as opening up an international dialogue about the meaning and interpretation of competence in the workplace. Useful not only to educators and researchers, this volume will also assist leaders and managers in a variety of contexts to develop more meaningful workplaces.

The concept of mimetic learning at work is outlined and elaborated in this text. That elaboration consists of an account of how securing occupational capacities has been primary associated with learning processes and an explanation of those processes. Much, and probably most, of the learning and development across individuals working lives occurs outside of circumstances of direct guidance or instruction. Yet, recent considerations of individuals' epistemologies and developments form anthropology and cognitive science suggest that current explanations about individuals' contributions to learning at and through work are incomplete. So, there is need for an emphasis on individuals' processes of learning, both within and outside of situations of guidance by more experienced workers, needs to be more fully understood, and accepted as being person dependent. Contributions from anthropology, developmental studies, and cognitive neuroscience now augment those from sociocultural theory.

By positioning the late Edward Said's political interventions as a public intellectual on behalf of Palestinian populations living under Israeli occupation as a form of intellectual resistance, Abraham moves to consider forms of physical resistance, seeking to better understand the motivations of those who choose to turn their bodies into weapons.

This book analyses and elaborates on learning processes within work environments and explores professional learning. It presents research indicating general characteristics of the work environment that support learning, as well as barriers to workplace learning. Themes of professional development, lifelong learning and business organisation emerge through the chapters and contributions explore theoretical and empirical analyses on the boundary between working and learning in various contexts and with various methodological approaches.

Readers will discover how current workplace learning approaches can emphasise the learning potential of the work environment and how workplaces can combine the application of competence that is working, with its acquisition or learning. Through these chapters, we learn about the educational challenge to design workplaces as environments of rich learning potential without neglecting business demands.

Expert authors explore how learning and working are both to be considered as two common aspects of an individual s activity. Complexity, significance, integrity and variety of assigned work tasks as well as scope of action, interaction and feedback within its processing, turn out to be crucial work characteristics, amongst others revealed in these chapters.

Part of the Professional and Practice-based Learning series, this bookwill appeal to anyone with an interest in workplaces as learning environments: those within government, community or business agencies and within the research communities in education, psychology, sociology and business management will find it of great interest."

Are there better ways to address community challenges than expending funds on international service-learning? In attempting to wed learning and service, are we are exploiting the "other" for new, or recycled, aims? As these questions attest, of all types of service-learning, international service-learning (ISL) most starkly illuminates the tensions between the liberatory and oppressive potentials of practice. This book explores the ramifications of realizing a new age of service-learning that pushes beyond single episodic course-based projects to rebalance student learning and community outcome priorities, and provides insight into what it looks like in its execution. In describing eleven international programs designed to achieve reciprocal, sustained relationships in which learning is co-created, the contributors reveal their struggles to change the balance of power relationships and move to a more transformative practice. Common themes are the developmental nature of this work; the recognition that it takes multiple attempts, often over years, for an individual or an institution to get this work even nearly right; that resolving the challenges of unequal resources, power, and privilege can never be completely erased; and that attention has to be given to the micro-level details. What emerge are seven guiding principles that define the nature of partnerships in liberatory practice, and that apply to all forms of service learning. They must be: strategic--linked to the mission and expertise of the institution; long-term; multifaceted--allowing both partners to play a multiplicity of roles; developmental in building capacities; contextualized in historic and cultural understanding; fully reciprocal; and create the potential for community-driven change. In addressing the problematic nature of ISL, and of service-learning in general, this book interrogates whether its experiences create the necessary conditions for the formation of individual values, convictions, and action; and whether their pivotal teaching and learning moments are indeed replicable and transferable across individual, institutional and even cultural contexts. Its conclusions and insights will be of intense interest to administrators and practitioners alike.

This volume is aimed at all those who wonder about the mechanisms and effects of the disclosure of knowledge. Whether they have a professional interest in understanding these processes generally, or they wish to conduct targeted investigations in the PCST field, it will be useful to anyone involved in science communication, including researchers, academics, students, journalists, science museum staff, scientists high public profiles, and information officers in scientific institutions.

It is now widely accepted that organizational maturity is dependent on being able to reorganize on a continuous basis and learn faster and more effectively than your competitors. Organizations that want to be sure they are competing at the highest level need clear indicators that their organizational learning and development capability is fully functional. This new book by Paul Kearns focuses on the need for an evidence-based approach to learning and development, bringing together the author's extensive knowledge of HRM and organizational learning with new developments in the field. The book demonstrates how evidence evaluation can improve professionalism in organizational design and development, showing that this approach can create value not just for shareholders, but for employees and society as a whole. Organizational Learning and Development: From an Evidence Base is the perfect book for postgraduate students studying on evidence-based HRM courses and for the reflective learning and development practitioner.

Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments. But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements. The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood. Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies. This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.

Given the tremendous importance of keeping up with the explosion of knowledge in professional fields-from medicine and health to teaching in schools and colleges - getting the most out of every learning opportunity is vital to the growth and vitality of our society, as well as to the development of professional practitioners themselves. In this concise, practical guide to improving professional learning and performance, Alan Knox brings decades of experience and study to bear on 12 key tasks for the leader of professional learning activities. Illustrated with examples from a wide variety of learning settings across the helping professions (e.g., health care, teaching, social work), the chapters will provide essential guidance to instructors and facilitators seeking to improve learning activities and thereby enhance professional performance. The combination of evidence-based concepts and practical examples is designed to enable readers to improve the learning activities they lead, and thereby enhance the performance of learners in their ongoing professional practice.

In this book, internationally respected scholars from the disciplines of educational science, business administration and psychology thoroughly discuss practice-related questions on learning transfer in organizations. Readers will learn solid concepts for securing and evaluating learning transfer.
This volume offers new insights about learning transfer in organizations and their implications for both research and practice.It examines the actual state in practice and provides the foundation for improvements in the design and evaluation of further training measures that are conducive to the transfer of learning.
In addition, coverage details theoretical models on learning transfer in further vocational training and develops concepts that enable the transfer of learning for further training in organizations. The book also evaluates further training measures on different levels on the basis of relevant criteria. "

Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance education and third age education.

In Teaching, Learning and Education in Late Modernity, he brings together 19 key writings in one place. Beginning with a specially written Introduction, which gives an overview of Peter s career and contextualises his selection within the progression of the field"

This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education versus qualification, the American community college, the issue of localization versus globalization in governance, vocationalism in higher education, career guidance and career counselling, and apprenticeships in the U.S.

This book supports the assertion of the relevance of career and technical education -both for the individual and the labour market. Scholars, policy makers and practitioners interested in issues of vocational education and training, technical education, and career education will find this collection of critical and reflective discussions very useful in any analysis of the features of VET approaches taken in America."

This books explores the relationships between learning, democratic citizenship and the public sphere from thee interconnected angles: theory, methodology and research. The main message of the book is that civic learning necessarily has a public character, as it is learning that emerges from engagement in democratic processes and practices that occur both at the centre and the margins of society. Through a combination of theoretical development, methodological reflection and empirical case study, the chapters in the book provide new insights in the complexities of learning in the context of the ongoing struggle for democracy.

This book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practiceReflective tasks with commentary, encouraging you to develop and apply your knowledgeCase studies of real student experiencesPractical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resource for trainee and practising teachers of adult numeracy and mathematics. It is also an ideal textbook to support teacher training courses leading to a subject specific qualification in teaching numeracy to adults. Contributors: Jackie Ashton, John Barton, Carolyn Brooks, Martyn Edwards, Janette Gibney, David Holloway, David Kaye, Beth Kelly, Barbara Newmarch, Helen Oughton, David Prinn, Diana Spurr, Rebecca Woolley"This is a quite unique book about teaching adult numeracy, which will be invaluable to the many practitioners in this field. The chapters, contributed by a group of experienced and successful lecturers and practitioners, include all aspects of this field, from methods of teaching specific mathematical topics to more general explorations of dyscalculia and emotional factors in adult learners. Each chapter includes research findings and thoughtful presentation of ideas with practical ideas for teaching, and tasks for the reader. This is a market which has not been served well in the past, so it is good to see the gap filled at last." Margaret Brown, Emeritus Professor of Mathematics Education, King's College London, UK"The editors of this book set out to produce a text that would support teacher-education programmes for adult numeracy, and their book does that and more. The content covers different types of learners, different settings, different understandings of what numeracy actually is; and ranges from commentary on research through case studies to "how to" hints and tips for teaching. Chapters 7 (on provoking mathematical thinking) and 8 (attitudes, beliefs and teaching) should be a required read for any adult numeracy teacher. The book would be at home on any numeracy teacher's desk, and would make an excellent set text for numeracy teacher training courses." Carol Randall, course co-ordinator for numeracy in the department of Lifelong Learning Teacher Education, University of Greenwich, UK"This book is a welcome addition to the growing literature on adult numeracy. It should be essential reading for trainee and practising adult numeracy educators. It brings together relevant research and professional wisdom on a wide variety of aspects of adult numeracy teaching and learning in an accessible way, with well-focussed tasks for readers to extend their knowledge and understanding. While the book is born out of UK concerns and issues, it is also relevant to international readers. Highly recommended." Professor Diana Coben PhD, Director, National Centre of Literacy & Numeracy for Adults, University of Waikato, New Zealand, and Hon. Trustee, Adults Learning Mathematics - A Research Forum (ALM -- www.alm-online.net/)

Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.Topics discussed include: improving practices for teaching online; using educational analytics for quality assurance and improvement; accessibility an important dimension of quality assurance; assuring quality in online course design; assuring quality in learner support, academic resources, advising and counseling; the role and realities of accreditation.This text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support."

This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.

Technology-Enhanced Professional Learning addresses the need for continuous workplace learning that derives from the emergence of new, specialized, and constantly changing work practices. While continuous learning is fundamental to enabling individuals to function in and productively shape contemporary workplaces, digital technology is increasingly central to productive workplace practice. By examining the intersection of human learning processes, emergent work practices, and patterns of use of digital technology to support learning and work, this edited collection brings the disparate fields of professional learning and technology-enhanced learning together to advance theory and practice in both realms.

IFIP TC3 Lifelong Learning Working Track This book is the result of the IFIP Lifelong Learning Working Track at eTrain, 7-11 July 2003, Pori, Finland organized by the Lifelong Learning Taskforce of the International Federation for Information Processing (IFIP) Technical Committee 3 (TC3) on Education. Members of the TC3 Lifelong Learning Taskforce are: Mike Kendall, United Kingdom; Brian Samways, United Kingdom (Chair); Tom van Weert, The Netherlands; Jan Wibe, Norway. The members of the Taskforce constituted the IFIP Lifelong Working Track Programme Committee that invited the contributing authors and reviewed contributions. Papers This book has been produced from reviewed papers by invited authors from Australia, Brazil, Bulgaria, Poland, Slovenia, The Netherlands, and the United Kingdom. The papers were invited to add to and reflect on the IFIP Technical Committee 3 Position Paper on Lifelong Learning, published by IFIP Technical Committee 3 in October 2003. xvi Lifelong learning in the digital age Focus Group Report In addition the book contains a Focus Group Report on Lifelong Learning in the Digital Age with associated resource documents. This Report was produced during the Lifelong Learning Working Track by invited participants: Mike Kendall, United Sasa Divjak, Slovenia; Kingdom; Carolyn Dowling, Australia; Pencho Mihnev, Bulgaria; Petra Fisser, Netherlands; Magda Ritzen, Netherlands; Anna Grabowska, Poland; Marijke Hezemans, Maciej M. Syslo, Poland; Netherlands; Rosa Vicari, Brazil; Tom van Weert, Netherlands. Editors Tom J.

This book is intended for everyone in higher education whether in the classroom, student affairs, administration, admissions, health services or faculty development who is, or expects to be teaching, advising, or serving student veterans. "This book is the outcome of a partnership between the Center for Teaching and Learning and the office of Disabilities Services at the University of South Dakota that led to the development of the Fides program whose goal was to establish high-quality, evidence-based development opportunities specifically designed to enable key university constituencies the faculty, staff, and administration to understand their role in providing extraordinary learning experiences for veterans. The program was funded through a congressionally directed FIPSE grant. Materials from Fides have been featured by prominent educational organizations, and are being used by the National Center for PTSD, colleges, universities, and boards of regents across the US."This book provides the background and guidelines you need to leverage the strengths that student veterans bring to your institution, to ease the challenges they face in transitioning into higher education, to facilitate their learning, and to ensure their successful graduation.Student veterans bring many strengths to your campus maturity, significant life experiences, and cross-cultural awareness. They are highly motivated to serve others and value education. Student veterans may however face significant challenges. Student veterans have typically been out of high school for some time, where they may have earned average grades. Many are married with children and more than a few are single parents. They are approximately 20% less likely than non-veterans to attain a bachelor degree and slightly more likely to drop out of higher education without attaining a degree of any sort. Deployments extend their time to degree, and multiple deployments can significantly delay graduation.The challenges associated with transitioning from the military into higher education are heightened when a student has a disability physical, psychological, or emotional. Common disabilities that are emerging from Iraq and Afghanistan include amputations, hearing loss, traumatic brain injury, and post-traumatic stress disorder.To enable student veterans to succeed, institutions need to develop holistic initiatives to mediate student veterans transition and persistence, and develop appropriate programs and services that recognize their skills, family responsibilities, and distinct needs. This book outlines best practices for student affairs; describes innovative approaches to administrative services and support; suggests streamlining policies and procedures to make the campus veteran friendly; proposes ideas for academic programs; looks at the implications for course structure and design; considers the classroom environment; and explores how classroom policies impact student veterans. One chapter examines the issue of student veteran success specifically from the point of view of two-year institutions. The authors stress the importance of collaborative approaches across divisions and functions providing all stakeholders on campus with a comprehensive view of how they can support each to ensure the success of their student veterans."

This book is intended for everyone in higher education whether in the classroom, student affairs, administration, admissions, health services or faculty development who is, or expects to be teaching, advising, or serving student veterans. "This book is the outcome of a partnership between the Center for Teaching and Learning and the office of Disabilities Services at the University of South Dakota that led to the development of the Fides program whose goal was to establish high-quality, evidence-based development opportunities specifically designed to enable key university constituencies the faculty, staff, and administration to understand their role in providing extraordinary learning experiences for veterans. The program was funded through a congressionally directed FIPSE grant. Materials from Fides have been featured by prominent educational organizations, and are being used by the National Center for PTSD, colleges, universities, and boards of regents across the US."This book provides the background and guidelines you need to leverage the strengths that student veterans bring to your institution, to ease the challenges they face in transitioning into higher education, to facilitate their learning, and to ensure their successful graduation.Student veterans bring many strengths to your campus maturity, significant life experiences, and cross-cultural awareness. They are highly motivated to serve others and value education. Student veterans may however face significant challenges. Student veterans have typically been out of high school for some time, where they may have earned average grades. Many are married with children and more than a few are single parents. They are approximately 20% less likely than non-veterans to attain a bachelor degree and slightly more likely to drop out of higher education without attaining a degree of any sort. Deployments extend their time to degree, and multiple deployments can significantly delay graduation.The challenges associated with transitioning from the military into higher education are heightened when a student has a disability physical, psychological, or emotional. Common disabilities that are emerging from Iraq and Afghanistan include amputations, hearing loss, traumatic brain injury, and post-traumatic stress disorder.To enable student veterans to succeed, institutions need to develop holistic initiatives to mediate student veterans transition and persistence, and develop appropriate programs and services that recognize their skills, family responsibilities, and distinct needs. This book outlines best practices for student affairs; describes innovative approaches to administrative services and support; suggests streamlining policies and procedures to make the campus veteran friendly; proposes ideas for academic programs; looks at the implications for course structure and design; considers the classroom environment; and explores how classroom policies impact student veterans. One chapter examines the issue of student veteran success specifically from the point of view of two-year institutions. The authors stress the importance of collaborative approaches across divisions and functions providing all stakeholders on campus with a comprehensive view of how they can support each to ensure the success of their student veterans."

This work focuses on the characterization of adult lifelong learners' Personal Learning Environments (PLEs) by implicit and explicit tools of personalization. It aims aims toward creating a system for the development of a learning path for the characterisation of PLE for adult life learners. The synergy of formal and informal learning in the dynamic construction of a lifelong learner's PLE is fully explored, with the recognition that the majority of learning, especially for life long learners, occurs outside traditional learning formats. Specifically, this volume discusses the design, implementation, and validation of the SSW4LL (Social Semantic Web for Lifelong Learners) format, and the the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+). With thoroughly grounded cases studies, this volume makes the case that these systems are suitable to provide a dynamically personalized learning environment to the lifelong learner. All of these environments are fully discussed and cases made for each as a tool for constructing adult learners' PLEs.

During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research.

Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume.

The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building."

Some scholars argue that education systems across the western world are becoming increasingly similar due to the influence of transnational discourses and organizations. Others believe that education is the panacea for all problems of social cohesion. After all, aren't the well-educated usually more tolerant, civically engaged and trusting than the poorly educated? This book critically examines both claims. It finds that western countries still differ markedly on key aspects of their education systems and that these differences reflect distinct political traditions and different responses to a set of competing normative and political principles. The findings further suggest that raising the average education level is unlikely to be an effective strategy for promoting social cohesion. Instead, more promising are policies targeting the opposite ends of the lifelong learning continuum: universalizing pre-school education and care and promoting adult education with a pronounced second chance character.

Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volume some of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.

This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.