Billett
Datos Biográficos
| ID | 11331 |
|---|---|
| NOMBRE | Billett |
| APELLIDO | Billett |
| FIRMA | BILLETT |
| AFILIACIONES | Griffith University |
| ORCID | 0000-0002-9926-3518 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 44 |
| TOTAL DE CITAS | 164 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
Learning New Technologies Through Everyday Educative Experiences
Most learning across the adult lifespan arises outside the circumstances of formalised educational provisions, such as taught courses, training programmes or professional development interludes. In fact, it occurs through everyday experiences as adults engage in activities and interactions in work, community and family settings. Some of those experiences are inherently educative. They provide forms of indirect guidance and support for learning an…
Constructing vocational educators’ practices
This study explores how practice-based knowledge, shaped through social and vocational experience, underpins the pedagogical work of vocational educators in Building and Construction. Drawing on ethnographic fieldwork and narrative interviews, the study shows how teachers’ implicit understanding of craft learning, rooted in embodied engagement, material sensitivity, and tacit knowledge shapes workshop instruction and informs a broader sense of re…
Constituting integration in work-integrated education and learning
Common to the effectiveness of what constitutes work-integrated learning (WIL) and work-integrated education (WIE) is how students’ experiences in tertiary educational and work settings are integrated. WIL comprises how individuals come to reconcile and construct meaning, capacities, and dispositions from experiences encountered in both settings. WIE comprises the organisation of experiences and educational interventions to assist students in int…
Initiating, enacting and sustaining partnerships to inform post-school pathways
Partnerships with local public sector agencies, enterprises and tertiary institutions offer a means to inform young people about post-school pathways into working life and occupations that schools alone cannot achieve. Informing about those pathways is an important, yet, complex educational goal for schooling. This is because much of schooling effort privileges and is directed towards higher education entry. Often advice provided to young people …
Learning across working life
Understanding what constitutes learning across working life and how negotiating worklife transitions can be best supported has never been more important for working age adults, their workplaces and communities. The kinds and frequencies of changes in occupational and workplace requirements have consequences for personal goals, workplace viability and communities’ economic and social wellbeing. Hence, for both individual and societal purposes we n…
The personal curriculum
The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, community, and societal goals. Advancing this explanation necessitate elaborating how that learning is realised and can be supported educatively. This conc…
Graduates’ perspectives on effective continuing education and training
There is a growing global concern about providing effective continuing education and training (CET) to support and sustain the employability of working-age populations. More than enhancing workplace viability and employability, CET also assists in achieving governments’ economic and social goals. Educational institutions organise CET provisions based on intended goals, resources, capacities, and institutional imperatives. However, working-age adu…
Mediating worklife learning and the digitalisation of work
Competence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers' existing ways of knowing, which threatens their competence and sense of self. Yet, it can be difficult …
The kinds and character of changes adults negotiate across worklife transitions
The transitions adults negotiate across their working lives need to be further understood for governments, workplaces, and the community to effectively support these adults. Through analyses of worklife history interview data with 30 working age adults, distinct kinds of changes comprising these transitions have been delineated as representative of changes that have person-particular meanings and impacts. This delineation represents understanding…
Perspectives on enhancing the standing of vocational education and the occupations it serves
The societal standing of vocational education is often perceived to be low, compared with other education sectors, albeit more so in some countries than others. However, this issue of standing is global and prevalent in countries with both developed and developing economies (UNESCO 2018). The consequences of this low standing can be profound. They include how governments, industry, enterprises and communities view and sponsor vocational education…
Enhancing the standing of vocational education and the occupations it serves
In Australia, the relatively low standing of vocational education and the occupations it serves is of growing concern. This standing is held to contribute to an increased number of young people preferring to engage in higher education and to look past vocational education as a potential post-school pathway. Consequently, there are skill shortages in some occupations, as young people who might be suited to them are now completing university degree…
Translating outcome frameworks to assessment programmes
Using video‐reflexive ethnography to understand complexity and change practice
Augmenting higher education students' work experiences
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work …
Francophone Perspectives of Learning Through Work
International Handbook of Research in Professional and Practice-based Learning
International Handbook of Research in Professional and Practice-Based Learning
Learning in the circumstances of practice
Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them and understandings of how to organize, promote and evaluate that learning. When advancing this acc…
The standing of vocational education
The standing of vocational education is salient for how it is perceived by those who sponsor, participate in and work within it and how its provisions are supported and administered. Yet, this standing continues to be intractably low, compared with other education sectors, more so in some countries than others. The consequences for this low standing can be profound. Serially, moreover, it has been the voices and sentiments of powerful others (e.g…
In the name of meritocracy
Workplaces, managers and employers who are seeking to maintain the standing, capacities and productivity of their workplaces are now facing two crucial facts: (a) an ageing workforce and (b) all workers, regardless of age, need to adapt to the changing requirements for workplace performance. These facts mean that managers and supervisors need to confront issues found in the changing demographics of their own workforce. That is, as the portion of …
Practice-Based Education
Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development. Eight…
Experience of School Transitions
Mature age ‘white collar’ workers’ training and employability
Global concerns about the growing impact of ageing populations on workplace productivity and on welfare budgets have led to a range of governmentsupported measures intended to retain and upskill older workers. Yet, a consistent theme in the research literature is that older workers are reluctant and harder to train than younger workers, and that, regardless, employers are ambivalent about supporting such training. However, a survey of over 250 ma…
The discursive (re)positioning of older workers in Australian recruitment policy reform
Purpose - The purpose of this paper is to provide a methodological demonstration of how written and visual language in narrative and small stories about older workers might be read in multiple ways as supporting and/or constraining recent policy reform. Design/methodology/approach - Critical theory and critical discourse analysis, supported by narrative analysis and visual analysis, offer a robust methodology to problematize the manner in which t…
Socio-personal premises for selecting and securing an occupation as vocation
When individuals select a particular occupation, they, their families and the community invest significant resources in their preparing for, learning about, and effective participation in that occupation. Yet, given the high attrition rates during that preparation and high levels of early separation from occupations, selection of occupations is shown to be frequently flawed with accompanying costs all around. Hence, it is important to understand …
The perils of confusing lifelong learning with lifelong education
Lifelong learning is a socio-personal process and a personal fact. As such, it is conceptually distinct from an educational provision that constitutes an institutional fact. In building on this distinction, this article seeks to elaborate a central flaw in the precepts for, conceptualisation of and enactment of the report 'Learning through life', thereby proposing it as being ill informed, partial and of limited use. Moreover, it is potentially p…
In the name of meritocracy
Workplaces, managers and employers who are seeking to maintain the standing, capacities and productivity of their workplaces are now facing two crucial facts: (a) an ageing workforce and (b) all workers, regardless of age, need to adapt to the changing requirements for workplace performance. These facts mean that managers and supervisors need to confront issues found in the changing demographics of their own workforce. That is, as the portion of …
The standing of vocational education
The standing of vocational education is salient for how it is perceived by those who sponsor, participate in and work within it and how its provisions are supported and administered. Yet, this standing continues to be intractably low, compared with other education sectors, more so in some countries than others. The consequences for this low standing can be profound. Serially, moreover, it has been the voices and sentiments of powerful others (e.g…
Critiquing workplace learning discourses
This article critiques some assumptions shaping the current discourse on workplace learning. It proposes that these assumptions restrict how workplace learning is conceptualised and discussed. Principally, describing workplace learning environments and experiences as ‘informal’ and that ‘informal learning’ occurs in workplaces constrains understanding about how learning occurs through work and, consequently, the development of a workplace pedagog…
Sociogeneses, Activity and Ontogeny
Understanding relations between the social and cognitive contributions to thinking and acting has become a pressing goal for psychological theorizing. Central to understanding these relations is the negotiation and construction of knowledge that is comprised of the inter-psychological processes that engage both cognitive and social experiences. This paper proposes that these processes can be understood through a complex of relations among differe…
Learning through working life
An individual’s capacity to be effective throughout their working life is now claimed to be necessary to sustain individual, local and national well‐being. Yet without knowing more about an individual’s motivations to continually learn throughout their working life, it remains uncertain how realistic these expectations are. This paper examines the transitions and continuities in a year in the working lives of five individuals. It illuminates how …
Realising the educational worth of integrating work experiences in higher education
Across advanced industrial economies, programs in higher education are increasingly becoming occupationally specific and universities are being seen as providers of ‘higher vocational education’. With this have come expectations that graduates from these programs will enjoy smooth transitions into professional practice. Aligned with these expectations is an educational emphasis on providing students with access to and engagement in authentic inst…
Politics of social partnerships
This paper considers the politics of neo‐liberal reform of education and training in the specific context of social partnerships. Social partnerships are hybrid social spaces formed when a range of interests/partners work together for mutual benefit. Partnerships are one of a series of hybridized social spaces which have been formed as a consequence of the trend to neo‐liberal governance. The paper begins by situating the study of social partners…
Learning Throughout Working Life
Individuals actively and continually construct the knowledge required for their working lives. Two outcomes arise from this constructive process: (i) individual change (i.e. learning) and (ii) the remaking of culturally-derived practices comprising work. These arise through a relational interdependence between the contributions and agency of the personal and the social. The relationship is interdependent because neither the social nor personal co…
Collaborative working and contested practices
Despite a lack of applied research, social partnerships are increasingly being adopted by both government and non‐government agencies to meet localised needs in education and other fields. This article discusses the findings of an investigation of how social partnerships can best be formed, developed and sustained over time. Earlier work identified partnerships arising from community concerns, governmental enactment and negotiation between commun…
Workplace Pedagogic Practices
This paper advances tentative bases for understanding workplace pedagogic practices. It draws on a series of studies examining learning through everyday work activities and guided learning in the workplace. These studies identified the contributions and limitations of these learning experiences. However, whether referring to the activities and interactions arising through work or intentional guided learning, the quality and likely contributions o…
Learning in the circumstances of practice
Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them and understandings of how to organize, promote and evaluate that learning. When advancing this acc…
Ontogeny and participation in communities of practice
This paper draws together cognitive and socio-cultural constructivist theories to propose a view of adult development as a product of participation in different and overlapping social practice during individuals' life histories. Together, these theories offer a view which emphasises mutuality between social and cultural sources of knowledge and individuals' representations of knowledge. This view sees individuals as constructors of knowledge, but…
Personal epistemologies and older workers
This paper evaluates the need and prospects for older workers to develop and deploy effective and critical personal epistemologies in order to maintain workplace competence, successfully negotiate work transitions and secure ontological security in their working life. Furthermore, it addresses different ways of reflecting by workers, which types of reflection are appreciated by workplace managers and how these relate to the work situation and oth…
Co-participation at work
This paper conceptualises bases for learning or coming to know in workplaces. These bases comprise interdependencies between the way access to workplace activities and guidance is afforded, on the one hand, and how workers elect to engage with what is afforded to them on the other. These reciprocal bases for thinking, acting and learning (knowing) are referred to as co-participation at work (Billett 2001a). The key contributions that workplaces m…
Graduates’ perspectives on effective continuing education and training
There is a growing global concern about providing effective continuing education and training (CET) to support and sustain the employability of working-age populations. More than enhancing workplace viability and employability, CET also assists in achieving governments’ economic and social goals. Educational institutions organise CET provisions based on intended goals, resources, capacities, and institutional imperatives. However, working-age adu…
The kinds and character of changes adults negotiate across worklife transitions
The transitions adults negotiate across their working lives need to be further understood for governments, workplaces, and the community to effectively support these adults. Through analyses of worklife history interview data with 30 working age adults, distinct kinds of changes comprising these transitions have been delineated as representative of changes that have person-particular meanings and impacts. This delineation represents understanding…
Mature age ‘white collar’ workers’ training and employability
Global concerns about the growing impact of ageing populations on workplace productivity and on welfare budgets have led to a range of governmentsupported measures intended to retain and upskill older workers. Yet, a consistent theme in the research literature is that older workers are reluctant and harder to train than younger workers, and that, regardless, employers are ambivalent about supporting such training. However, a survey of over 250 ma…
The discursive (re)positioning of older workers in Australian recruitment policy reform
Purpose - The purpose of this paper is to provide a methodological demonstration of how written and visual language in narrative and small stories about older workers might be read in multiple ways as supporting and/or constraining recent policy reform. Design/methodology/approach - Critical theory and critical discourse analysis, supported by narrative analysis and visual analysis, offer a robust methodology to problematize the manner in which t…
Navigating social partnerships
This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo‐liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and…
The personal curriculum
The concept of curriculum as a personal journey is now timely, yet timeless and pertinent as an explanatory basis for understanding learning and development across the lifespan. It addresses a current need to explain adults’ learning across working life when achieving individual, occupational, community, and societal goals. Advancing this explanation necessitate elaborating how that learning is realised and can be supported educatively. This conc…
Augmenting higher education students' work experiences
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work …
Socio-personal premises for selecting and securing an occupation as vocation
When individuals select a particular occupation, they, their families and the community invest significant resources in their preparing for, learning about, and effective participation in that occupation. Yet, given the high attrition rates during that preparation and high levels of early separation from occupations, selection of occupations is shown to be frequently flawed with accompanying costs all around. Hence, it is important to understand …
Ontogeny and participation in communities of practice
This paper draws together cognitive and socio-cultural constructivist theories to propose a view of adult development as a product of participation in different and overlapping social practice during individuals' life histories. Together, these theories offer a view which emphasises mutuality between social and cultural sources of knowledge and individuals' representations of knowledge. This view sees individuals as constructors of knowledge, but…
Appropriation and ontogeny
On their own, the cognitive psychology and sociocultural constructivist perspectives fail to furnish a complete account of adult learning and development. In the past, these perspectives have been viewed as being incompatible because their origins reside in rival and distinct areas of theorizing. This paper seeks to propose a more comprehensive basis for adult learning and development by advancing an initial reconciliation between these perspecti…
Learning through work
Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how i…
Critiquing workplace learning discourses
This article critiques some assumptions shaping the current discourse on workplace learning. It proposes that these assumptions restrict how workplace learning is conceptualised and discussed. Principally, describing workplace learning environments and experiences as ‘informal’ and that ‘informal learning’ occurs in workplaces constrains understanding about how learning occurs through work and, consequently, the development of a workplace pedagog…
Workplace Pedagogic Practices
This paper advances tentative bases for understanding workplace pedagogic practices. It draws on a series of studies examining learning through everyday work activities and guided learning in the workplace. These studies identified the contributions and limitations of these learning experiences. However, whether referring to the activities and interactions arising through work or intentional guided learning, the quality and likely contributions o…
Sociogeneses, Activity and Ontogeny
Understanding relations between the social and cognitive contributions to thinking and acting has become a pressing goal for psychological theorizing. Central to understanding these relations is the negotiation and construction of knowledge that is comprised of the inter-psychological processes that engage both cognitive and social experiences. This paper proposes that these processes can be understood through a complex of relations among differe…
Workplace participatory practices
Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of the…
Politics of social partnerships
This paper considers the politics of neo‐liberal reform of education and training in the specific context of social partnerships. Social partnerships are hybrid social spaces formed when a range of interests/partners work together for mutual benefit. Partnerships are one of a series of hybridized social spaces which have been formed as a consequence of the trend to neo‐liberal governance. The paper begins by situating the study of social partners…
Co-participation at work
This paper conceptualises bases for learning or coming to know in workplaces. These bases comprise interdependencies between the way access to workplace activities and guidance is afforded, on the one hand, and how workers elect to engage with what is afforded to them on the other. These reciprocal bases for thinking, acting and learning (knowing) are referred to as co-participation at work (Billett 2001a). The key contributions that workplaces m…
Learning through working life
An individual’s capacity to be effective throughout their working life is now claimed to be necessary to sustain individual, local and national well‐being. Yet without knowing more about an individual’s motivations to continually learn throughout their working life, it remains uncertain how realistic these expectations are. This paper examines the transitions and continuities in a year in the working lives of five individuals. It illuminates how …
Navigating social partnerships
This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo‐liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and…
Relational Interdependence Between Social and Individual Agency in Work and Working Life
Currently, some accounts of learning tend to overly privilege social agency in the form of situational contributions. This de-emphasises the contributions of the more widely socially sourced, relational and negotiated contributions of both individual and social agency. As these accounts fail to fully acknowledge the accumulated outcomes of interactions between the individual and social experience that shapes human cognition ontogentically and whi…
Including the missing subject
Collaborative working and contested practices
Despite a lack of applied research, social partnerships are increasingly being adopted by both government and non‐government agencies to meet localised needs in education and other fields. This article discusses the findings of an investigation of how social partnerships can best be formed, developed and sustained over time. Earlier work identified partnerships arising from community concerns, governmental enactment and negotiation between commun…
Les pratiques participatives sur le lieu de travail
Cet article s’intéresse à la question de l’apprentissage au travail et dans la vie professionnelle. L’auteur s’attache d’abord à analyser le processus inter-psychologique qui s’opère entre apprentissage individuel et pratiques sociales. S’ensuit un examen de la place qu’occupe l’action individuelle dans ce processus afin de nuancer cette prise en compte excessive de l’expérience sociale immédiate dans les analyses récentes. Enfin, la place du soc…
Personal epistemologies and older workers
This paper evaluates the need and prospects for older workers to develop and deploy effective and critical personal epistemologies in order to maintain workplace competence, successfully negotiate work transitions and secure ontological security in their working life. Furthermore, it addresses different ways of reflecting by workers, which types of reflection are appreciated by workplace managers and how these relate to the work situation and oth…
Learning Throughout Working Life
Individuals actively and continually construct the knowledge required for their working lives. Two outcomes arise from this constructive process: (i) individual change (i.e. learning) and (ii) the remaking of culturally-derived practices comprising work. These arise through a relational interdependence between the contributions and agency of the personal and the social. The relationship is interdependent because neither the social nor personal co…
Conceptualizing Learning Experiences
This article conceptualizes and elaborates what constitutes learning experiences. It does so from a perspective that centres on experiences as arising through relations between social and personal worldsyet also acknowledges the mediation of brute facts (i.e., nature). The social contributions are twofold, yet quite distinct. First, there are immediate social experiences that are projected by the particular socially and culturally derived events …
Realising the educational worth of integrating work experiences in higher education
Across advanced industrial economies, programs in higher education are increasingly becoming occupationally specific and universities are being seen as providers of ‘higher vocational education’. With this have come expectations that graduates from these programs will enjoy smooth transitions into professional practice. Aligned with these expectations is an educational emphasis on providing students with access to and engagement in authentic inst…
Socio-personal premises for selecting and securing an occupation as vocation
When individuals select a particular occupation, they, their families and the community invest significant resources in their preparing for, learning about, and effective participation in that occupation. Yet, given the high attrition rates during that preparation and high levels of early separation from occupations, selection of occupations is shown to be frequently flawed with accompanying costs all around. Hence, it is important to understand …
The perils of confusing lifelong learning with lifelong education
Lifelong learning is a socio-personal process and a personal fact. As such, it is conceptually distinct from an educational provision that constitutes an institutional fact. In building on this distinction, this article seeks to elaborate a central flaw in the precepts for, conceptualisation of and enactment of the report 'Learning through life', thereby proposing it as being ill informed, partial and of limited use. Moreover, it is potentially p…
Practice-Based Education
Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development. Eight…
Experience of School Transitions
Mature age ‘white collar’ workers’ training and employability
Global concerns about the growing impact of ageing populations on workplace productivity and on welfare budgets have led to a range of governmentsupported measures intended to retain and upskill older workers. Yet, a consistent theme in the research literature is that older workers are reluctant and harder to train than younger workers, and that, regardless, employers are ambivalent about supporting such training. However, a survey of over 250 ma…
The discursive (re)positioning of older workers in Australian recruitment policy reform
Purpose - The purpose of this paper is to provide a methodological demonstration of how written and visual language in narrative and small stories about older workers might be read in multiple ways as supporting and/or constraining recent policy reform. Design/methodology/approach - Critical theory and critical discourse analysis, supported by narrative analysis and visual analysis, offer a robust methodology to problematize the manner in which t…
Sociology (36 obras) · Psychology (31 obras) · Innovative Education and Learning Practices (25 obras) · Pedagogy (25 obras) · Political science (24 obras) · Public relations (17 obras) · Engineering (15 obras) · Social Psychology (13 obras) · Higher Education and Employability (9 obras) · Social science (9 obras)