Union learning representatives in the UK

Activity, Impact and Organization

Datos Bibliográficos

ID2374072
AutoresRichard Saundry (0000-0002-7813-2148, Plymouth University, UK, autor de correspondencia), Valerie Antcliff (Manchester Metropolitan University), Alison Hollinrake (University of Lancashire)
Año2017
Volumen31
Número2
Páginas265-283
Fecha de publicación2017-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaWork Employment and Society (JOURNAL)
Identificadores de la revistaISSN: 0950-0170 • E-ISSN: 1469-8722
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0950017016630247
OpenAlexW2310186597
IdiomaEN
Referencias citadas26

The debate over the significance of union learning representatives (ULRs) in the UK has become increasingly polarized. Some commentators see little prospect of ULRs contributing to advancing either workplace learning or union organization due to the constraints of neo-liberal state policy. An opposing view emphasizes union agency in developing a collective approach to learning and extended joint regulation through a process of critical engagement. This article presents analysis of data from the 2009 National Survey of ULRs, which finds a positive relationship between ULR activity and its impact in enhancing training outcomes, increasing union membership and the joint regulation of workplace learning. This supports arguments that agency of ULRs is not inevitably suppressed by the structural limitations of union learning

Agency (philosophy · Policy learning · Political economy · Political science · Public relations · Social science · Sociology · State (computer science · Employment and Welfare Studies · Labor Movements and Unions · Public Administration · Social Policy and Reform Studies