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Displaying Results 1 - 25 of 2523 on page 1 of 101
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Scientists are not always right, but they do their best. Irish children s perspectives of innovations in science teaching and learning.
(2016)
MURPHY, COLETTE
Scientists are not always right, but they do their best. Irish children s perspectives of innovations in science teaching and learning.
(2016)
MURPHY, COLETTE
http://hdl.handle.net/2262/79726
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'Choose Safety'. An evaluation of a Health and Safety module for use in secondary schools. Health Promotion Research Centre, NUI, Galway
(2013)
Hodgins, Margaret; Hogan, Victoria; Galvin, Marie
'Choose Safety'. An evaluation of a Health and Safety module for use in secondary schools. Health Promotion Research Centre, NUI, Galway
(2013)
Hodgins, Margaret; Hogan, Victoria; Galvin, Marie
Abstract:
The overall aim of this project was to comprehensively evaluate the pilot of the 'Choose Safety' module developed by the H.S.A. The module is a teaching and learning pack for post-primary students. The main objectives of the study were to: provide a profile of the types of employment students in the roll-out area schools were engaged in and estimate length of working hours, to assess the impact of the programme upon the students¿ knowledge of health and safety informaiton and upon their safety beliefs and behaviour, to assess the ¿Choose Safety¿ module process i.e. the perceived usefulness of the structure and appropriateness of the content of the module material, etc. from the students, teachers and coordinators involved in the pilot, and finally, to assess the operational aspects of the programme i.e. the methodology employed to recruit schools and teachers and the delivery of the packs and support provided to the teachers.
http://hdl.handle.net/10379/3240
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'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers
(2012)
Healy, Celine; Rickard, Angela; McDermott, Kevin; Ruddock, Karen
'I’m Glad to Know I’m Not Going Mad!': The Use of Videos of Authentic Classroom Practice to Prompt Collaborative Reflective Practice Among Second Level Modern Foreign Languages Teachers
(2012)
Healy, Celine; Rickard, Angela; McDermott, Kevin; Ruddock, Karen
Abstract:
The aim of this publication is to present how Open Educational Resources (OERs) are being strongly promoted at all levels of education. This book presents a select number of case studies from contributors to the Irish National Digital Learning Resources (NDLR) service. The scarcity of inside views of real Irish classrooms and especially the dearth of video-based resources that depict these, coupled with increased expectations for teacher education providers to work together (DES 2011), were among the considerations that motivated and shaped the development of the project described in this chapter. Video Ideas in Teaching and Learning Languages (VITALL) is a collaboration between the Education Department in NUI Maynooth, the Professional Development Service for Teachers (PDST) and the Post-Primary Languages Initiative (PPLI). It seeks to address, in one initiative, our shared concerns in relation to the production and use of resources to support the professional development of secon...
http://eprints.maynoothuniversity.ie/4510/
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'Je suis d'aucune Nation': the recruitment and identity of Irish women religious in the international mission field, c. 1840-1940
(2013)
Raftery, Deirdre
'Je suis d'aucune Nation': the recruitment and identity of Irish women religious in the international mission field, c. 1840-1940
(2013)
Raftery, Deirdre
Abstract:
This article examines the lives of Irish-born women religious around the world in the period 1840–1940. Ireland sent thousands of nuns overseas as teachers and missionaries, to work in schools, orphanages and hospitals in Sub-Saharan Africa, South East Asia, the Americas, Australia and Europe. Looking at contemporaneous views of missionary work, recruitment to religious life and the social conditions for Irish women during and after the years of the Great Famine, the article determines some of the attractions of religious life for Irish women, and the expression of their Irish identity to be found in convents internationally. The article concludes with comments on the bifurcated identity of Irish women religious who, though first and foremost members of particular religious orders, were often identified by others as 'Irish Nuns'.
http://hdl.handle.net/10197/7926
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'There Was Never Really Any Question of Anything Else': Young People's Agency, Institutional Habitus and the Transition to Higher Education
(2012)
SMYTH, EMER; BANKS, JOANNE
'There Was Never Really Any Question of Anything Else': Young People's Agency, Institutional Habitus and the Transition to Higher Education
(2012)
SMYTH, EMER; BANKS, JOANNE
Abstract:
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences which shape young people?s choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people?s own agency, namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.
http://hdl.handle.net/2262/67341
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'Value'ing children differently? Migrant children in education
(2013)
Devine, Dympna
'Value'ing children differently? Migrant children in education
(2013)
Devine, Dympna
Abstract:
This paper considers dilemmas around 'value' and the 'valuing' of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen – value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their 'added value' that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.
http://hdl.handle.net/10197/6405
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'You can only get a degree!' Theoretically situating the alterations to the back to education allowance welfare to education programme of 2003/04
(2010)
Power, Martin J.
'You can only get a degree!' Theoretically situating the alterations to the back to education allowance welfare to education programme of 2003/04
(2010)
Power, Martin J.
Abstract:
This article critically examines the Back to Education Allowance (BTEA) as a mechanism of social inclusion for Irish welfare recipients through participation in third-level education. The article is based on empirical data from focus group and in-depth qualitative interviews with third-level students on the BTEA, and key informants. The article adopts a strong ‘structural’ position, situating the source of social exclusion in the structured inequality of the labour market and the state, which disadvantages particular groups in society. In an era of unprecedented growth in Ireland, the first signs of a fiscal crisis saw cuts made to welfare programmes in 2003/2004. The article examines the resultant changes made to the BTEA, utilising Mutch’s adaptation of Bourdieu’s field theory to form a theoretical understanding of how and why these restrictive changes to the BTEA occurred.
PUBLISHED
peer-reviewed
http://hdl.handle.net/10344/3810
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‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
‘ A Not-so-simple Story from My Life ’ : Using Auto-ethnography and Creative Writing to Re-frame the Heteronormative Narratives of School Life
(2014)
Rickard, Angela
Abstract:
Re fl ecting on my experience as a teacher and a lesbian in a second-level school in Ireland in the early 1990s, I use an auto-ethnographic approach fi rst to explore some of the ways dominant narratives can silence, constrain and marginalise some people. Projecting forward to an imagined future, I draw on creative writ- ing to ‘ re-frame ’ how identity could be represented and experienced. While it is noted that context, attitudes and experiences have changed for the better in the intervening decades, legislative frames still hold fast, and heteronormativity con- tinues to curb expressions of difference. Adopting a creatively disruptive style and format, I hope to provide a glimpse of a new normal in schools where more positive and less alienating experiences are imaginable ... for everyone.
http://eprints.maynoothuniversity.ie/5730/
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‘Experimentation in contact with the real’: networking with Deleuze & Guattari
(2011)
Kamp, Annelies
‘Experimentation in contact with the real’: networking with Deleuze & Guattari
(2011)
Kamp, Annelies
Abstract:
This paper draws on data from an longitudinal case study of a Local Learning and Employment Network (LLEN) instituted by a state government in Victoria in the arena of post compulsory education and training to explore the possibilities of a new approach to thinking about networks, their formation and operation, one that is inspired by ‘A Thousand Plateaus’ (Deleuze & Guattari, 1987). Using a rhizomatic approach my focus is on the middle — the plateau — a space that is made of lines moving in multiple directions. Looking at the middle disrupts taken-for-granted understandings and perceptions of linearity; it is in considering middles and plateaus that it is possible to move beyond a concern with joining-up ‘fixed’ entities within existing, and constrained, ways of knowing and, in the process, finding new ways of understanding and realizing the potential of a phenomenon that is ‘fast becoming a standard explanation of structure and action in both the public and private domain’(...
http://doras.dcu.ie/16701/
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‘The teacher is here to ask for your help’: A story of schools, employers and networks.
(2005)
Kamp, Annelies
‘The teacher is here to ask for your help’: A story of schools, employers and networks.
(2005)
Kamp, Annelies
Abstract:
This paper explores the development of the Jobs4Kids (J4K) campaign, a joint initiative of the SGR LLEN Employer Reference Group and the Beacon Foundation. Involving a three-year business plan, the J4K campaign aims to broker young people into employment in local jobs in the region. The campaign is the result of the intersection between an evolving project within the LLEN and the growth of an established program of the Beacon Foundation. The paper will use a Deleuzian lens to explore the ground shifts that have occurred in the process of forming this connection; I am concerned with the intersecting movements of different orders that have created a necessary transitory coordination. Within such a ‘rhizome’ there are only lines: dimensional lines of segmentarity and stratification and lines of flight as ‘the maximum dimension after which the multiplicity undergoes metamorphosis, changes in nature’ (Deleuze & Guattari 1987 p.21). My perspective of this metamorphosis is specif...
http://doras.dcu.ie/16253/
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‘You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism.
(2012)
Bryan, Audrey
‘You’ve got to teach people that racism is wrong and then they won’t be racist’: Curricular representations and young people’s understandings of ‘race’ and racism.
(2012)
Bryan, Audrey
Abstract:
This paper critically examines the discursive (mis) representation of ‘race’ and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 young people who were enrolled in a Dublin-based, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young people’s understandings of ‘race’ and racism and curricular representations of these constructs. It is argued that the formal education system reinforces, rather than challenges, popular theories of racism, and endorses the ideological framework of colourblind racism by providing definitions and explanations which individualize, minimize, and naturalize racism. The analysis centres around four major inter-related themes: (1) the individualization of racism; (2) the attribution of racism to difference; (3) the role of narratives of denial and redemption in the construction of an ‘anti-racist’ state; and (4) the reification of ‘race’. ...
http://doras.dcu.ie/21468/
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"Finding a Voice" The experience of mature students in a college of further education
(2011)
Hardiman, Fergal
"Finding a Voice" The experience of mature students in a college of further education
(2011)
Hardiman, Fergal
Abstract:
This study explores the experience of mature students in a Further Education college in Ireland. It looks at the development of the further education sector and its current role in Irish education. Further education is a major provider of education for adults as more than half the students in further education are now mature students. The system grew largely within the Vocational Education system and, it is suggested, has adopted many of the neo-liberal ideas and practices prevalent in society more generally. The first research element was a survey and focus group, followed by nine qualitative interviews which explored with the students their reasons for returning to education, their experience while in further education and what they consider to be the benefits of participation. Using a constructivist grounded theory approach the data were generated and analysed through a systematic process of coding, categorisation and the development of core concepts grounded in the students’ liv...
http://eprints.maynoothuniversity.ie/3908/
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"Learning is my Prescription": Adult Education and Mental Health Recovery
(2010)
Rooney, Marie
"Learning is my Prescription": Adult Education and Mental Health Recovery
(2010)
Rooney, Marie
Abstract:
Mental health recovery is a process of gaining in autonomy and of moving towards social inclusion rather than marginalisation, towards an agentic role rather than that of ‘patient’. Recovery involves an individual and internal journey, but also requires the existence of external triggers and opportunities. The provision of opportunities to participate in education can be a crucial factor in recovery for many people with mental health difficulties and is an important equality issue. This is an emancipatory study grounded in a participatory and constructivist approach. It discusses the history and landscape of education provision for mental health service users and in particular explores the experience of learners with mental health problems in adult and further education through individual semi-structured interviews. Focus groups of mental health service users, discussions and interviews with education and mental health service staff and visits to sites of inclusive practice provide ...
http://eprints.maynoothuniversity.ie/2259/
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"Progressivism" and the primary curriculum.
(1986)
Hogan, Padraig
"Progressivism" and the primary curriculum.
(1986)
Hogan, Padraig
Abstract:
This article is a response to an article by Dr. Daniel Murphy entitled "The Dilemmas of Primary Curriclulum Reform".
http://eprints.maynoothuniversity.ie/1111/
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“Can The Use Of Online Learning And Reflective Journals Improve Students’ Performance And Engage Them In Independent Learning For A Practically Taught “Timber Jointing Module”?
(2015)
Byrne, Jennifer
“Can The Use Of Online Learning And Reflective Journals Improve Students’ Performance And Engage Them In Independent Learning For A Practically Taught “Timber Jointing Module”?
(2015)
Byrne, Jennifer
Abstract:
<p>The Dublin Institute of Technology is one of the largest multi-level higher education providers in Ireland. The Institute’s traditional mission has always been focused on teaching and learning in the field of advanced technical vocational education and training (TVET), and one of its agendas is to foster and encourage changes in teaching practice and methodology in order to enhance the student learning experience.</p> <p>This research concerned the performance levels of first year students of the Timber Product Technology (TPT) programme. I wanted to investigate whether the use of independent online learning and reflective journals would encourage these students to continue their learning outside of the timetable class contact hours and improve their performance in the practical class.</p> <p>The methods used were informed by a constructivist underpinning with students being encouraged to take more responsibility for their own learning. Independent l...
http://arrow.dit.ie/bescharcoth/5
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“He who has the bigger stick has the better chance of imposing his definition of reality.” Assimilation and Integration: International Students in a Second Level School.
(2002)
Malone, Anthony
“He who has the bigger stick has the better chance of imposing his definition of reality.” Assimilation and Integration: International Students in a Second Level School.
(2002)
Malone, Anthony
Abstract:
No builder of the seven great pyramids in the fourth Egyptian dynasty would have been more frustrated than the educationalist who attempted to construct a solid structure on a weak foundation. This metaphor succinctly captures the chagrin surrounding the present study. A number of works on the integration of international students in Irish education are completed but most of the important study has, to a large extent, concerned itself solely with third level. Others have been primarily theoretically driven, with little desire for ethnographic detail. There are one or two exceptions to the rule, but still there exists wide chasms in the research. Consequently, in broaching this subject, educators have either to by-pass certain complex issues or else admit dissimilar levels of ignorance. Various generalised texts on multiculturalism prevail although these are principally British or American in focus. Therefore, despite the presence of a large number of general texts a considerable vol...
http://eprints.maynoothuniversity.ie/5147/
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“If you went out it would stick”: Irish children’s learning in their local environments
(2011)
Pike, Susan
“If you went out it would stick”: Irish children’s learning in their local environments
(2011)
Pike, Susan
Abstract:
This paper reports on the findings of a research project investigating children’s experiences of their local environments. Children’s experiences of spaces and places and the interaction of such experiences and their learning were investigated, using mixed research methods, informed by phenomenological and participatory methodologies. Through these activities including discussion, interviews and drawing, children described how they experienced affordances of spaces, places and people in a range of ways. The children also revealed varied and dynamic attitudes to their local environments. Children’s use and opinions of the environment were influenced by temporal, physical, social and economic factors. As well as expressing that such local experiences enhanced their current lives, the children also described how experiences in their local environment contributed to the different areas of their development, including their learning. For most children, such experiences emanated from outs...
http://doras.dcu.ie/21577/
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“Making fools of ourselves”. A play set in Unreal Academy
(2014)
Rickard, Angela
“Making fools of ourselves”. A play set in Unreal Academy
(2014)
Rickard, Angela
Abstract:
There is no abstract for this item.
http://eprints.maynoothuniversity.ie/5793/
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“Scoring History” with the Vanbrugh Quartet: Developing an Online Archive and Teaching Resource.
(2016)
Doris, Cliona
“Scoring History” with the Vanbrugh Quartet: Developing an Online Archive and Teaching Resource.
(2016)
Doris, Cliona
Abstract:
<p>DIT Conservatory of Music and Drama and the National Concert Hall collaborated on a three-year residency for the internationally renowned Vanbrugh Quartet from 2014–2017. Six themed concert series explored a wide range of chamber music, including “Scoring History” curated by composer Ian Wilson, a Haydn and Schubert Series, Mozart and Brahms Chamber Music, the complete cycle of Beethoven String Quartets, Chamber Music of Ireland 1916–2016 and a Russian Season. An online archive and educational resource relating to and deriving from the residency, interweaves archival concert recordings, profiles, interviews and contextual information on the musical works.</p>
http://arrow.dit.ie/fellow/57
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“The relationship between approaches to learning and assessment outcomes in undergraduate optometry students”
(2015)
Moore, Linda
“The relationship between approaches to learning and assessment outcomes in undergraduate optometry students”
(2015)
Moore, Linda
Abstract:
<p>A cross-sectional quantitative study was implemented to identify and analyse student approaches to learning (SALs) in the four stages of an undergraduate optometry honours degree programme. Study results will be used to inform optometric educators of the SAL trends of this student cohort. Seventy-three undergraduate optometry students participated in the study. Individual participant SAL scores were calculated using the shortened Study Process Questionnaire (R-SPQ-2F) for a semester-long academic module identified for each programme stage. Only R-SPQ-2F main scale SAL scores measuring the deep approach (DA) and surface approach (SA) were included in the final analyses, due to poor internal consistency and reliability of subscale measures, as confirmed using Cronbach’s alpha coefficient. Assessment scores across a range of assessment types represented measures of participant academic performance. No statistically significant differences were found in intra-or-inter-stage DA ...
http://arrow.dit.ie/ltcdis/32
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“The way I see it is… Whole-School Evaluation in Irish Post-Primary Schools from the perspectives of principals, teachers, parents and students”
(2012)
Dillon, Suzanne
“The way I see it is… Whole-School Evaluation in Irish Post-Primary Schools from the perspectives of principals, teachers, parents and students”
(2012)
Dillon, Suzanne
Abstract:
The Department of Education and Skills operates a programme of inspection to evaluate the quality of education provision in schools and to contribute to school improvement. The whole-school evaluation (WSE) process is designed “to monitor and assess the quality, economy, efficiency and effectiveness of the education system provided in the state by recognised schools and centres for education” (Education Act 1998, section 7 (2)(b)). This study set out to hear directly from principals, teachers, parents and students how they had experienced a whole-school evaluation and their perceptions of its usefulness for the school. The research approach adopted was qualitative, rooted in social constructivism. A basic tenet was that the same WSE experience could be understood from multiple perspectives, each equally valid and worth engaging with. The data set emerged from the talk of the principals, teachers, students and parents who participated in seven focus group discussions. By examining ...
http://doras.dcu.ie/16773/
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(Re)connecting children with nature? A sociological study of environmental education in Ireland.
(2014)
O'Malley, Sarah
(Re)connecting children with nature? A sociological study of environmental education in Ireland.
(2014)
O'Malley, Sarah
Abstract:
The outcome of environmental education to solve the ecological crises by producing an environmentally sustainable society is uncertain. The marginalisation of environmental education in mainstream education, its precarious position within broader concepts of (environmental) sustainability and the lack of critical evaluation of current practices finds it characterised by anecdotal narratives. It is claimed that modernisation is leading to childrens growing (dis)connect with the natural environment and brings additional responsibility to the relationship between society and the natural environment. But does environmental education (re)connect children with the natural environment, and to what extent is it (in)effective? Through a detailed examination of the evolution of environmental education in Ireland, this thesis makes an original contribution to the field of environmental education research while also offering useful insights for environmental education policy and practice. Qua...
http://hdl.handle.net/10379/4784
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1 Card 6 Libraries Presentation
(2013)
Ward, Jamie; Branigan, Amanda
1 Card 6 Libraries Presentation
(2013)
Ward, Jamie; Branigan, Amanda
Abstract:
A presentation to the LIR Annual Seminar on the DkIT Library / Louth County Libraries initiative to allow joint membership of all County Louth libraries. This is the first joint venture of its kind in Ireland and this presentation gives a detailed description of the processes and policies needed to accomplish the joint membership arrangement.
http://eprints.dkit.ie/313/
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12. Analysis of Community Garden Soil and Leaves for Heavy Metals
(2011)
Said, Farwa
12. Analysis of Community Garden Soil and Leaves for Heavy Metals
(2011)
Said, Farwa
Abstract:
<p>The purpose of this project is to determine the level of trace metals concentrations in soil samples and also in food. For this approach several soil samples and few leave samples were collected from an old community garden for this analysis. The samples were sieved in two fractions using sieve analysis and extracted using the nitric acid digestion. These samples were analysed by ICP-OES and AAS to determine the level of heavy metals present in soil. The results obtained indicated high level of Pb found in soil especially in patch A followed by B, C and D sample and very low level of copper. The plant sample was also found containing high level of Pb. Furthermore tests were carried out on such as BRC Sequential extraction, Cation Exchange Capacity, Segregation and 1,2- phenylenediamine method in order to determine the type of Pb present in soil and the level of Pb found in the organic or inorganic matter. The results from the segregation and CEC method showed that most of P...
http://arrow.dit.ie/comlinkoth/20
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14th Annual Nursing and Research Conference, Wednesday 22nd, Thursday 23rd and Friday 24th February, 1995: Theme: Research for Change in Nursing Practice.
(1995)
Royal College of Sugeons in Ireland. Faculty of Nursing.
14th Annual Nursing and Research Conference, Wednesday 22nd, Thursday 23rd and Friday 24th February, 1995: Theme: Research for Change in Nursing Practice.
(1995)
Royal College of Sugeons in Ireland. Faculty of Nursing.
Abstract:
One of these organisational responses - what might be described as a paradigmatic shift, is the concept of the learning organisation. The learning organisation is just that - an organisation which learns. The organic metaphor is deliberate. In the learning organisation production itself is viewed as the vehicle of learning, it is the opportunity for learning and the outcome of learning. While the learning organisation has been considered primarily in the context of manufacturing it will be clear that the underlying concept has perhaps even more application in that ever - growing sector of developed economies, the services sector. An employee-based emphasis, on "smart work" is viewed as the principal, if not the only, way of increasing productivity there.
http://hdl.handle.net/10147/574605
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