Discourses of Practice: An Examination of KEF and Its Effects on the AL/HRD Community

Autor/inn/en	Ross, Catharine; Nichol, Lynn; Elliott, Carole; Sambrook, Sally; Stewart, Jim
Titel	Discourses of Practice: An Examination of KEF and Its Effects on the AL/HRD Community
Quelle	In: Action Learning: Research and Practice, 18 (2021) 3, S.227-249 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nichol, Lynn) ORCID (Stewart, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2021.1954880
Schlagwörter	Foreign Countries; Knowledge Management; Experiential Learning; Human Resources; Labor Force Development; Universities; Discourse Analysis; Performance; Organizational Learning; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Wissensmanagement; Experiental learning; Erfahrungsorientiertes Lernen; Humankapital; Arbeitskräftebestand; University; Universität; Diskursanalyse; Achievement; Leistung; Organisationslernen; Theorie-Praxis-Beziehung; Großbritannien
Abstract	The contribution of scholarship to practice is an on-going concern of the AL/HRD community. This paper explores how one influential discourse may shape AL/HRD's understanding of that contribution. In 2020 the UK Government implemented the Knowledge Exchange Framework (KEF) to gather data on English Universities' knowledge exchange activities. Using Gee's tools of enquiry and building tasks we undertook discourse analysis of two key KEF texts to explore its likely impact on the AL/HRD community's understanding. We compare the discourses used in those texts with three AL/HRD orders of discourse identified in existing literature to explore which if any are reinforced by the KEF discourses, and the potential material consequences this may have for AL/HRD understandings and practice. We find evidence of performance/performance discourses but no evidence of learning/emancipatory and critical discourses in the first text, but some limited elements of learning/emancipatory and critical discourses in the second. In contrast to models of inter-organisational learning, analysis of other texts referred to in this second source suggests that this change did not arise from the documented formal processes but micro-level informal interactions. We suggest this gives individual AL/HRD community members the space to develop alternative, non-performance discourses and practices of knowledge exchange. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01