Understanding Relations of Individual—Collective Learning in Work: A Review of Research
Bibliographic record
Abstract
A review was conducted of literature addressing learning in work, focusing on relations between individual and collective learning published in nine journals during the period 1999—2004. The journals represent three distinct fields of management/ organization studies, adult education and human resource development; all publish material about workplace learning regularly. In total, 209 articles were selected for content analysis, containing a range of material including reports of empirical research to theoretical discussion. Eight themes of individual—collective learning were identified through inductive content analysis of this literature: individual knowledge acquisition, sense-making/reflective dialogue, levels of learning, network utility, individual human development, individuals in community, communities-of-practice and co-participation or co-emergence. The discussion highlights similar issues stated in the different journals about understanding individual—collective learning, the apparent lack of dialogue across the fields, the ontological and ideological differences among the themes of learning currently in circulation and the low frequency of analysis of power relations in the articles reviewed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.012 | 0.017 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.004 | 0.006 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".