Conceptions of Work and Learning at Work: Impressions from Older Workers

There is substantial literature on new work practices and the associated skills required of workers in the 'new capitalism' but very few consider workers’ perspectives on the advocacies. The study reported here involved 39 participants aged 40 plus who were interviewed to obtain data in relation to their conceptions of work and learning at work. This was conducted with consideration given to the changing work practices occurring around them. The participants were from a medical service and an engineering organization. The data were analyzed qualitatively and results indicated four and five hierarchical conceptions of work, and learning at work, respectively. It became apparent that a significantly large number of older workers conceived of work and learning at work in quantitative terms and as separate entities. The data were further analysed to ascertain how the conceptions mapped with the participants’ AQF levels. This analysis indicated some dissonance between AQF levels and conceptions. The findings of this study provide baseline data to understand older workers’ behaviours in light of the current changes in work practices

Variations in general practitioners' views of asthma management in four European countries

The aim was to identify differences and similarities in views regarding asthma management among general practitioners in four European countries (Germany, Netherlands, Norway and Sweden), and to explore reasons For suboptimal performance. The results are to be used for the development and tailoring of educational interventions. Semistructured interviews with 20 GPs in each country were conducted and analysed using a phenomenographic approach. The domains of (i) general view of asthma, (ii) the doctor-patient relationship in managing asthma, and (iii) overall management of asthma (treatment goals and evaluation of results) were approached during the interviews. There were different ways of experiencing phenomena related to asthma management both within and between the four countries, Three general views on asthma were found where different perspectives were emphasised: a medical, a 'global (including community health, social and environmental aspects) and a patient's perspective. Within the medical perspective, only a Few German doctors emphasised a psychological aetiology of asthma. The views on the doctor-patient relationship described as 'authoritarian', 'teaching' or 'empowering' occurred similarly in all countries. The majority of the doctors showed confidence in the effectiveness of the pharmaceutical treatment of asthma, some doctors were concerned about limitations, but only in Germany a few doctors were explicitly critical of the values of conventional pharmaceutical treatment. The main treatment goals were either conceived as getting the patient symptom-free (Netherlands, Norway, and Germany) or to control the inflammatory process (Sweden). Several German and some Norwegian doctors expressed the view that patients had to accept the disease and learn how to manage it, while a few German doctors aimed at alternative treatments of asthma. The existence of qualitatively different ways of experiencing asthma management, both in and between countries, calls for consideration when trying to implement general evidence-based treatment guidelines. A variation of approaches in continuing medical education for GPs is needed to address such existing beliefs and conceptions that could sometimes be opposed to the content of educational messages. (C) 2001 Elsevier Science Ltd. All rights reserved

Towards university lectures' conceptions of student learning

A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come to be known as the phenomenographic approach, have identified conceptions of teaching, and conceptions of learning which have had a significant impact on the teaching-learning culture of higher education institutions in many parts of the world. The study reported here contributes to our understanding of student learning, describing it from the viewpoint of lectures from a range of disciplines. From the viewpoint of these lectures student learning was seen variously as: acquiring knowledge through the use of study skills; the absorption of new knowledge and being able to explain and apply it; the development of thinking skills and the ability to reason; developing the competencies of beginning professionals; changing personal attitudes, beliefs or behaviours in responding to different phenomena; and a participative pedagogic experience. The relationship between these conceptions and previously identified conceptions of teaching and learning is discussed