 Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
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- Workplace Learning Environment and Participation in Work Communities: A
Qualitative Comparison of Stayers’ and Leavers’ Perceptions and
Experiences-
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Abstract: Abstract In many countries with apprenticeship-based vocational education and training (VET), dropout from apprenticeship training is a major concern. Leaving an apprenticeship early can be problematic, particularly for young people who do not continue their training at another company or in another occupation, and drop out of the education system without obtaining a qualification. Previous research mostly has used a quantitative design focussing mainly on the perspective of apprentices who left training early and on attributes of the individual that may lead to dropout. Drawing on literature on quality of workplace learning environments, this study used a qualitative comparative approach to analyse the workplace learning environment from the perspectives of both young people who left their apprenticeships early and apprentices at the end of their training. The analysis revealed striking differences between the stayers and leavers in terms of two main characteristics of the workplace learning environment. The findings illustrate how being given responsibility can promote professional development and self-confidence, but also can lead to stress, exhaustion and insecurity if an early transfer of responsibility is not accompanied by support and guidance. Furthermore, the findings emphasise the importance of creating safe learning environments in which apprentices experience support and room for making mistakes. The study concludes that future research may include measures related to transfer and fulfilment of responsibility and handling of mistakes in workplaces to gain a more comprehensive understanding of the processes leading to early contract terminations.
PubDate: 2024-08-01
- Domain-Linked and Domain-Specific Competence: a Validation Study of a
Two-Dimensional Model of Economic Vocational Competence in Germany-
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Abstract: Abstract Modeling vocational competence is increasingly crucial for monitoring and enhancing the quality of Vocational Educational Training (VET), particularly in the context of ongoing international comparative studies known as "large-scale assessments" of vocational education and training. This study endeavors to provide well-structured and guideline-compliant empirical evidence for the validation of the two-dimensional construct of economic vocational competence, advancing beyond the current state of research. A sample of 1438 first-year apprentices from two federal states in Germany participated as test-takers. The authentic assessment framework comprised 24 items, assessing two dimensions of vocational competence: domain-linked competence and domain-specific competence in the business/commercial domain. Measurement invariance was assessed across (1) federal states and (2) versions of test booklets, and the Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the two-dimensional vocational competence construct. The results supported the validity of the structure, highlighting the differentiation between domain-linked competence and domain-specific competence. This provides a more substantively accurate representation of trainees' vocational competence compared to a unidimensional model.
PubDate: 2024-07-24
- Informal Learning in Business Internships in Higher Education –
Findings from a Diary Study-
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Abstract: Abstract Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.
PubDate: 2024-07-22
- “Fractional” Vocational Working and Learning in Project Teams:
“Project Assemblage” as a Unit of Analysis'-
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Abstract: Abstract Situated and Activity theories have exercised a significant influence in the field of vocational learning for some considerable time, both sharing a focus on bounded forms of work and forms of learning that facilitate learning in, or to changes to, bounded forms of work. Yet much learning occurs in unbounded contexts often referred to as projectification, where collaborations occur only for the life of a project thereby creating new contingent contexts for learning . Given the existence of this form of working and learning, what type of unit of analysis (UoA) is required to analyse that vocational working and learning in the context of projectification' To address this question, the paper advances the following inter-theoretical argument. Firstly, it is timely to develop a new unit of analysis (UoA) to capture the fractional (intermittent, discontinuous and concurrent) working and learning dynamics associated with the forms of projectification, where funding has to be procured in order to commence. Secondly, that unit of analysis is constituted by the concept of project assemblage, which is based on ideas from Actor Network Theory, Cultural-historical Activity Theory and Cultural Sociology. Thirdly, this new UoA enables researchers to identify the way in which project teams, where members are coming in-and-out, learn to use their different forms of specialist activity to enact objects, why team members will have different backgrounds and understandings of their work, why objects may not cohere, even though team members may treat them as unified and coherent, and how team members learn to incorporate one another’s insights and suggestions, and establish a finalized object.
PubDate: 2024-07-01
DOI: 10.1007/s12186-023-09330-1
- Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of
the Relationship With Their Mentors Explain How Trainee Teachers
Experience Their Work'-
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Abstract: Abstract The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.
PubDate: 2024-07-01
DOI: 10.1007/s12186-023-09340-z
- The interconnection between evaluated and self-assessed performance in
full flight simulator training-
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Abstract: Abstract This study explores potential disparities between flight instructor evaluations and pilot self-assessments in the context of full flight simulator training. Evaluated performance was based on the Competency-based Training and Assessment framework, a recent development of competency-based education within aviation. Self-assessed performance is derived from survey responses and debriefing interviews. The simulator session involves eight multi-crew pilot training graduates and eight experienced flight captains, encompassing two tasks featuring sudden technical malfucntions during flight. The flight instructor’s evaluations reveal no significant differences in pilot performance. However, disparities become apparent when pilots engaged in reflecting their performance. Novice pilots, despite perceiving both tasks as easy, exhibited an overconfidence that led them to underestimate the inherent risks. Conversely, experienced pilots demonstrated greater caution towards the risks and engaged in discussing possible hazards. Furthermore, this study highlights the challenge of designing flight simulator training that incorporates surprise elements. Pilots tend to anticipate anomalies more readily in simulator training than during actual flights. Thus, this study underscores the importance of examining how pilots reflect on their performance, complementing the assessment of observable indicators and predefined competencies.
PubDate: 2024-07-01
DOI: 10.1007/s12186-023-09339-6
- Designing an International Large-Scale Assessment of Professional
Competencies and Employability Skills: Emerging Avenues and Challenges of
OECD’s PISA-VET-
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Abstract: Abstract Globally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the ‘Analytical and Assessment Framework’ for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET.
PubDate: 2024-06-12
DOI: 10.1007/s12186-024-09347-0
- Robbed or Released by the Pandemic' The Dynamics of Integrating and
Situating Musician Identity Learning-
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Abstract: Abstract The aim of this paper is to contribute to a better understanding of musician identity learning. Identity is a significant driving-force behind many artistic vocations. However, identity may also pose challenges such as vulnerability, burnout and conflict of commitment. The paper focuses on musician identity, based on interviews with classical and rock musicians during the COVID-19 pandemic. Analyses reveal that the musicians are either in integrating or situating musician identity learning, two different processes discussed as dynamically interrelated and depending on life situation. The paper argues that breaks of normality accentuate challenges stemming from musician identity and that the proposed learning processes are responses to those challenges, which is previously under-explored. The paper concludes that many musicians or other artistic practitioners likely struggle to de-centralize their identity in order to foster a sustainable vocational career and personal growth, and that temporary career breaks may provide necessary relief and learning space.
PubDate: 2024-04-02
DOI: 10.1007/s12186-024-09346-1
- Workplace learning, power, and practice: modes of participation for
civilian criminal investigators-
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Abstract: Abstract This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.
PubDate: 2024-04-01
DOI: 10.1007/s12186-023-09335-w
- Fitting work' Students speak about campus employment
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Abstract: Abstract Balancing part-time work and studies has become commonplace for university students in Canada and other countries where the costs of education have risen over time. While there is a substantial literature on the impacts of term-time work on studies, little has been written about campus employment programs, which are becoming more commonplace in North American universities. This paper addresses this gap by considering students’ experiences in such a program at a western Canadian university. Focusing primarily on qualitative data from a longitudinal study, we examine the various reasons for the attractiveness of this program, which go beyond the promise of professional, career-related work experience. Our analysis draws on the academic literature on work-study roles, which examines whether term-time work has a more positive or negative effect on student outcomes as well as sociocultural literature that is more attentive to different contextual features of the work-study relationship. We find that university-sponsored jobs are highly valued by students for their workplace relationships, regulation, and flexibility. Positive relationships at work are facilitated by supervisors’ recognition of students’ academic priorities and opportunities to develop peer-support networks on campus. Other important features for students include the convenience of working where one studies, and the ability to build work schedules around academic schedules. However, the limited access to ‘good’ campus jobs raises concerns about equity.
PubDate: 2024-04-01
DOI: 10.1007/s12186-023-09333-y
- Changing Occupations or Changing Companies—Predictors of Different Types
of Premature Contract Terminations in Dual Vocational Education and
Training Programs-
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Abstract: Abstract In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations (N = 417) and (2) to those who changed training companies (N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.
PubDate: 2024-04-01
DOI: 10.1007/s12186-023-09338-7
- Challenges and Risk Factors of Early Leaving from IVET: Perceptions of
Students and Schools´ Staff-
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Abstract: Abstract A concern across many vocational education systems is the high dropout rate from their programs. This problem is likely to be exacerbated at time of low unemployment rates when employers are less demanding about the certification of skills at the time of employment. This qualitative study examines the factors associated with students leaving early from Initial Vocational Education and Training (IVET) institutions in Estonia. The study analyses the challenges and potential risk factors of IVET early leaving from both the students and staff members points of view. The research participants were 20 Estonian IVET students and 12 staff members from various vocational schools. The study highlights the complex interplay of students’ challenges and emphasises the importance of addressing them to promote retention and success in vocational education and training programmes. The study employs the Self-Determination Theory, more specifically, the conceptual frame of basic psychological needs to interpret the data. The results of the research indicate that students at risk are mainly shaped by their primary school experience prior to vocational school, with teachers and peers as the main influencers.
PubDate: 2024-03-25
DOI: 10.1007/s12186-024-09345-2
- Vocational Teachers’ Craft Knowledge and Working-life Experiences in
Building and Construction: a Narrative Study of Embodied and Tacit
Learning-
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Abstract: Abstract Vocational teachers in building and construction in upper secondary school deal with complex situations of an organisational, vocational, and social kind. Recent research has shown that the teacher is the single most important factor for students’ learning in school. Teacher-student relationships and the teacher’s repertoire of teaching practices can be more important for the student’s learning than class size, the classroom environment, and the student’s socio-economic background. Beyond passing the journeyman’s test, we know little about the craft knowledge and working life experiences vocational teachers in the building and construction trades have acquired over many years in the construction industry, and thus, what knowledge and experiences they bring into the vocational teacher role. Learning in working life often takes place as an integrated part of work, and it is difficult to observe how learning happens. Craft knowledge is often tacit and personal. In this narrative, phenomenologically inspired study, learning is investigated as a bodily, internal process that simultaneously depends on the interaction with the material and social environment. Through narrative interviews with eleven vocational teachers in plumbing and carpentry, this study explores the teachers’ backgrounds as vocational students and apprentices, and their extensive experience as craftsmen on different construction sites. The analysis shows that the building site drives craft-related actions and situations that generate a strong craft identity, professional working life experiences, and personal growth. Craftsmen at the construction site work under constant pressure in a social, physically, and mentally demanding work environment and consecutively solve problems. As professional craftsmen in the complex working environment, the teachers also acquired social and organisational expertise, which they intuitively transferred to their role as vocational teachers.
PubDate: 2024-03-07
DOI: 10.1007/s12186-024-09344-3
- Entering the Labor Market: Networks and Networking Behavior in the
School-to-Work Transition-
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Abstract: Abstract This study examines the social networks and networking behavior of students graduating from higher education and transitioning to the labor market. To obtain an in-depth understanding of graduating students’ social networks, a mixed method social network study was conducted. Network data from 12 graduating students were collected. The results showed that students seek labor market-oriented contacts with individuals in the personal, education, and work contexts. Students received more practical and job-specific support from weak ties (e.g., colleagues at internships) and more social and emotional support from strong ties (e.g., parents and fellow students). The development of a labor market-oriented network occurred spontaneously through social media channels or when students proactively connected with others at educational institutions or job events. However, not all students felt confident developing a network. In these cases, the lack of awareness of relevant network actors, and interpersonal and intrapersonal characteristics play a critical role.
PubDate: 2024-02-08
DOI: 10.1007/s12186-024-09343-4
- Influence of Guidance on Occupational Image and Traineeship’s
Satisfaction of Vocational Students-
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Abstract: Abstract Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors –planning, support, and training– on students’ job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students’ satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance –degree of planning and support perceived by the student– and the students’ image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.
PubDate: 2024-01-03
DOI: 10.1007/s12186-023-09341-y
- Learning in unaccredited internship as development of interns’
‘horizontal expertise’-
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Abstract: Abstract The rise of internships as a form of work experience that students pursue during their degree or after graduation has been accompanied by an upsurge of discussions, critical and favourable, on the role of internships for interns’ employment opportunities. There is a need, however, to understand the learning that goes in internship as for many students internship is a setting where work practices are encountered for the first time. Recently it has been suggested that unaccredited internship can be seen as constituting a separate work activity that needs to be examined in its own right. The aim of this article is to contribute to this literature by focusing on the learning challenges that arise in unaccredited internship and identifying the capacities that interns develop as a result of tackling these challenges. To that end, I identify a set of analytical concepts from vocational learning literature developed to understand the challenges and opportunities associated with learning across contexts (i.e. education and work): horizontal expertise, boundary-crossing, recontextualisation and identity-renegotiation. Then I analyse data on learning in unaccredited internships collected from five focus groups and two interviews (18 interns). A dialogic discourse analysis of focus group and interview discourses revealed that the interns in unaccredited internship developed an emerging capacity to learn and work competently across multiple contexts and to initiate and coordinate subsequent cycles of boundary-crossing between education and work. The paper proposes the notion of “interns’ horizontal expertise” to describe this emerging capacity that arises from learning in unaccredited internship and continues after the internship and explains how this concept differs from other expressions of horizontal expertise in the literature such as the horizontal expertise of seasoned professionals in inter-professional activities and boundary-crossing in work placements.
PubDate: 2023-12-20
DOI: 10.1007/s12186-023-09342-x
- How do workplace educators assess student performance at the workplace' A
qualitative systematic review-
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Abstract: Abstract One aim of vocational education is educating students for occupations by fostering the development of students’ capacities to become successful practitioners. During their education students are usually afforded work experience. When this is the case, students learn both at school and at the workplace. Learning at the workplace requires assessment, but this differs from assessment at school because of where (at the workplace), how (through participation) and what students learn (a process of belonging, becoming and being). At the workplace, students are usually assigned an educator who takes on the dual role of educator and assessor. This review takes a sociocultural perspective on learning at the workplace and from this perspective brings together what is already known about how workplace educators assess student performance through a qualitative systematic review. Our analysis aimed for narrative synthesis using iterative thematic analysis. The results depict workplace assessment as manifested in day-to-day work and shaped by relationships. Workplace educators are engaged in a continuous process of assessment-related interactions. They prefer using criteria that are embedded in the norms and values of their vocational community, rather than criteria prescribed by school. Workplace assessment requires negotiated criteria and truly collaborative assessment practices. These practices can be purposefully co-designed and require close communication between school and work. This review shows that assessment of workplace performance in vocational education can be conceptualised as a practice that is shaped by the specific workplace in which it is embedded. From this perspective assessment can be explicated and acknowledged, and as a consequence be further conceptualised and researched in both assessment research and vocational education research.
PubDate: 2023-10-25
DOI: 10.1007/s12186-023-09328-9
- Practical nurse students’ misconceptions about infection prevention
and control-
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Abstract: Abstract When teaching infection prevention and control (IPC), nursing education tends to focus on skills and fostering good practice rather than challenging students’ thinking. Therefore, students’ misconceptions about IPC receive less attention than they deserve. The purpose of the study was to make an inventory of student nurses’ misconceptions about IPC before instruction and to make these misconceptions visible to teachers. The study was conducted in one vocational institute in Finland and is based on the answers of 29 practical nurse students before IPC training. The students took an online test requiring them to justify their answers to two multiple-true–false questions: 1) What is the main route of transmission between patients in healthcare facilities, and 2) What is the most effective and easiest manner to prevent the spreading of pathogens, e.g., multi-resistant bacteria in long-term care facilities' Analysis of the students’ written justifications resulted in three mental models: 1) the Household Hygiene Model manifesting lay knowledge learned in domestic situations, 2) the Mixed Model consisting of lay knowledge, enriched with some professional knowledge of IPC, and 3) the Transmission Model manifesting a professional understanding of IPC. The first two mental models were considered to be misconceptions. Only one of the participants showed a professional understanding (i.e., the Transmission Model). To conclude, student nurses manifested systematic patterns of misconceptions before instruction. Unless the students are confronted with their misconceptions of IPC during instruction, it is likely that these misconceptions will impede their learning or make learning outcomes transient.
PubDate: 2023-10-12
DOI: 10.1007/s12186-023-09337-8
- Elaborating the Relations Amongst Workers’ Learning, Innovations and
Well-Being-
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Abstract: Abstract Elaborating the relations amongst workers’ learning, innovations and well-being is essential for achieving two important and dual goals in contemporary work life. The first is individuals’ ongoing learning that underpins their employability and can respond to new challenges and emerging occupational and workplace requirements. The second comprises workers’ remaking and transforming workplace practices, processes and outcomes (i.e., workplace innovations) in response to these challenges, and through them sustaining workplaces’ productivity and viability. These dual processes of individuals’ learning and remaking of practice co-occur and warrant understanding and supporting and promoting to exercise them optimally in achieving these dual goals. We aim to illuminate and elaborate these dual learning and innovations from the results of two studies of small to medium size Singaporean enterprises using interviews and observations. Framed by considerations from cultural psychology, work practice and well-being theorising, the dualities of workplace affordances (i.e., opportunities provided by workplaces) and individual engagement (i.e., how workers elect to engage and learn from these opportunities) are used to propose how workers’ worklife learning and workplace innovations can arise reciprocally. In conclusion, sets of curriculum and pedagogic practices that can be exercised in work settings are advanced.
PubDate: 2023-10-11
DOI: 10.1007/s12186-023-09336-9
- Conditioning the work of colleagues: health professionals’ explorative
work in technology design-
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Abstract: Abstract Professional learning at work is related to the opportunities to participate in explorative and constructive practices. Co-designing tools and technologies to support work offers such opportunities, which need to be better understood in the field of professional and vocational learning. As digitalisation initiatives become more ambitious and aim at wider service reorganisation, more professionals from nontechnical domains become involved in the work of designing technologies and developing routines for their practice. This study explores how health professionals participate in the design of a technology for the registration and sharing of patient information across healthcare units in a Norwegian city. Over a year, we observed the design meetings with a team of health professionals and IT developers. The health professionals were mandated this task as part of their regular work to ensure that the way of categorising and displaying patient information would serve the services’ needs. The interactions in the design meetings were analysed to examine how categories of patient information were explored and negotiated as objects of design. Our findings show how the team needed to test candidate categories for various contexts of use. This implied both negotiation of future service routines and efforts to reconfigure tasks and responsibilities in multiple service contexts. This work brings extended responsibilities and opportunities for learning to health professionals. We discuss how their decisions are consequential beyond their own workplace as the information system and its categories condition the work of colleagues in the wider service chain.
PubDate: 2023-10-06
DOI: 10.1007/s12186-023-09331-0
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