Learning engineers to reflect: obstacles and remedies in an engineering community
by Karina Aase, Odd Einar Olsen, Cathrine Pedersen
International Journal of Learning and Change (IJLC), Vol. 2, No. 4, 2007

Abstract: The article reports results from a research facilitated learning project carried out in an engineering department in an oil and gas company. The objective of the project was to enhance an awareness of and the ability to use, dialogue and reflection-based learning approaches. The results document that the project-based engineering setting induces structural, organisational, and cultural obstacles to learning. Obstacles may come in the forms of a discipline-based organisation, employee turnover, time pressure, insufficient management involvement, lack of commitment, conflicting reifications, and an overstated belief in codification. Remedies for some of these obstacles have been to create spaces in the engineering setting for multi-disciplinary discussions, for reflection and common understanding of procedures and cases, in facilitated learning sessions and case study sessions.

Online publication date: Fri, 18-Apr-2008

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning and Change (IJLC):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com