Professor Alan Brown
Research interestsAlan joined IER in 1996. Since then I have been involved in research projects on career development, workplace learning, vocational education and training and technology-enhanced learning. From 2002 - 2009 I was Associate Director of the ESRC Teaching and Learning Research Programme (TLRP) with responsibility for workplace learning and professional learning. My interests focus on career development; changing work-related identities; career adaptability (ability to make successful transitions and perform effectively in a range of contexts); workplace learning; learning processes (e.g. coaching and supporting the learning of others); learning across domains (practical; cognitive and affective); and computer-supported collaborative learning. I retired in April 2019 and I still get involved in a range of activities associated with career development research, but only on a part-time basis. My most recent projects related to lifelong guidance policy and practice in Europe for the European Commission and monitoring and evaluation of lifelong guidance systems and services for Cedefop. |
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Academic profilePreviously Alan was a researcher at Chelsea (now King's) College, University of London; Tavistock Institute for Human Relations; and Department of Educational Studies, University of Surrey. Academic qualifications: B.Sc. University of Liverpool; DBS University of Liverpool; M.Sc. (Econ) London School of Economics; Ph.D. University of Surrey |
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Current projects
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Selected publications
A fuller list of selected key publicationsLink opens in a new window. |
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Doctoral supervision
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Other informationOur research in the area of Guidance, Learning and CareersLink opens in a new window Aerovet project results websiteLink opens in a new window Below is a summary of my ideas on careers, learning and identities (was previously part of our GLACIER blog which has now been discontinued); Four dimensions of learning and identity development: Relational; Cognitive; Practical and Emotional Learning and identity development can occur across four domains, namely: relational development; cognitive development; practical development; emotional development. Learning may involve development in one or more domains and development in each domain can be achieved in a number of different ways. Although these patterns can be found in all learners, how you learn is unique to you. Knowing about these dimensions and how they work for you can help you learn more readily, or get you going afresh if you're feeling stuck. Each is described below, together with some case examples drawn from our recent research.
Relational development - learning with and from interacting with other people A major route for relational development is learning through interactions at work, learning with and from others (in multiple contexts) and learning as participation in communities of practice (and communities of interest) while working with others. Socialisation at work, peer learning and identity work all contribute to individuals’ relational development. Many processes of relational development occur alongside other activities but more complex relationships requiring the use of influencing skills, engaging people for particular purposes, supporting the learning of others and exercising supervision, management or (team) leadership responsibilities may benefit from support through explicit education, training or development activities. Jack from the UK had switched career and now who worked as a carer. From the outset Jack learned much about his work from engaging with residents in the care home as well as learning from other staff. He had received letters from residents expressing their gratitude, which had boosted his confidence. His manager encouraged him to become a trainer in the care home, and although nervous and unsure he delivered the training and his self-efficacy increased. Cognitive development - acquiring knowledge and thinking skills A major work-related route forcognitive developmentinvolves learning through mastery of an appropriate knowledge base and any subsequent technical updating. This form of development makes use of learning by acquisition and highlights the importance of subject or disciplinary knowledge and/or craft and technical knowledge, and it will be concerned with developing particular cognitive abilities, such as critical thinking; evaluating; synthesising etc. Bernard, a Czech automotive worker, participated in a short internal company technical training programme which positively surprised him in terms of practical outcomes and motivated him to actively work on his vocational development. 'You had to know your stuff, the trainer was extremely competent, he knew his field very well, but sometimes I had difficulties to follow him. Anyway, it was really done by professionals who knew their stuff, and I appreciated it very much. I was very satisfied. I learned lots of things that were later very useful for my work […] It was very interesting to meet people from a completely different and a rather specialised area. I learned a lot of things and I was proud of it. I think this was the moment that made me change my attitude towards learning. I became much more curious.' Question: do you find that although the knowledge underpinning your practice is important, it can sometimes be hard to transfer that into your day to day work?
Practical development - learning by doing, by experience, by taking on challenges For practical development the major developmental route is often learning on the job, particularly learning through challenging work. Learning a practice is also about relationships, identity and cognitive development but there is value in drawing attention to this idea, even if conceptually it is a different order to the other forms of development highlighted in this representation of learning as a process of identity development. Practical development can encompass the importance of critical inquiry, innovation, new ideas, changing ways of working and (critical) reflection on practice. It may be facilitated by learning through experience, project work and/or by use of particular approaches to practice, such as planning and preparation, implementation (including problem-solving) and evaluation. The ultimate goal may be vocational mastery, with progressive inculcation into particular ways of thinking and practising, including acceptance of appropriate standards, ethics and values, and the development of particular skill sets and capabilities associated with developing expertise. Davide, an Italian carpenter, saw learning as a practice-based process driven by curiosity, a spirit of observation, and trial and error. A major role was played by his passion for the transformation of matter, which he perceived as an almost sacred event: ‘It really struck me to see that from a piece of wood one can create a piece of furniture’. Emotional development - making sense of your own feelings and how others feel For emotional development, the major developmental routes are learning through engagement, reflexiveness that leads to greater self-understanding, and the development of particular personal qualities. Much emotional development may occur outside work, but the search for meaning in work, developing particular mind-sets, and mindfulness may be components of an individual’s emotional development. Particular avenues of development could include understanding the perspectives of others, respect for the views of others, empathy, anticipating the impact of your own words and actions, and a general reflexiveness, which includes exploring feelings. Identity development at work may also be influenced by changing ideas individuals have about their own well-being and changing definitions of career success (Brown & Bimrose 2014). Henrik from Denmark switched career, moving into caring and developed a new relationship with his work, which he found much more emotionally engaging. While studying for his skilled worker qualification, Henrik immersed himself in individual assignments of his own choice. In one assignment, he developed a ‘product’ to help improve a pupil’s ability to communicate, an ability which was being lost due to a rare disease. When Henrik talked about the assignment he was very engaged and showed insight into the syndrome. Because the assignment was closely related to his experience and practice, he saw meaning in undertaking it: 'It was as though there was a circle I could complete on my own.' He received a top grade for the assignment, and it is evident that positive learning experiences and the perception of entering into learning processes that are meaningful to his life and work situation are strong motivating factors in his engagement in further learning. Supporting the learning of others Just as continuing with your own learning and development at work have become increasingly important, so has supporting the learning of others working with you. One way a practitioner might support the learning of an individual with the process of identity development in response to the changing world of work is by helping them reflect upon their career story, develop a sense of career direction and a commitment to their learning, professional development and career adaptability (Savickas 2011). ReferencesBrown, A. & Bimrose, J. (2014). ‘Model of learning for career and labour market transitions’, Research in Comparative and International Education, vol. 9, no. 3, pp. 270-286. Savickas, M. (2011). Career counselling, American Psychological Association, Washington, DC. |
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Emeritus Professor
Institute for Employment Research
University of Warwick
Coventry CV4 7AL
Tel: +44(0)24 76523521
Alan dot Brown at warwick dot ac dot uk