Guile, David;
Wilde, Rachel;
(2023)
Working and learning in client-facing interprofessional project teams as ‘fractional ontological performance’: insights from consulting engineering.
In: Bound, Helen and Edwards, Anne and Evans, Karen and Chia, Arthur, (eds.)
Workplace Learning for Changing Social and Economic Circumstances.
(pp. 219-232).
Routledge
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Abstract
Taking the global acknowledgement that projects (i.e. interprofessional working and learning) have become a prevalent form of organising work as its starting point, the paper first introduces the concept of fractional ontological performance to capture the conjoined working and learning dynamics associated with project work. Second, it argues that the issues encapsulated in this concept have, up until now, not been addressed in the field of workplace learning in research on interprofessional working and learning. Third, we suggest that the concept of fractional ontological performance offers a way to extend Hager and Beckett’s work on ‘complexity learning’.
| Type: | Book chapter |
|---|---|
| Title: | Working and learning in client-facing interprofessional project teams as ‘fractional ontological performance’: insights from consulting engineering |
| ISBN: | 9781003227946 |
| ISBN-13: | 9781032131566 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9781003227946-18 |
| Publisher version: | https://www.taylorfrancis.com/chapters/edit/10.432... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10200982 |
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