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MAIS 645: Understanding Work and Learning Report a Broken Link

Unit 1: Human Resource Management and Human Centered Management

Johnson, P., & Szamosi, L. T. (2019). HRM in changing organizational contexts. In D. G. Collings, G. T. Wood, & L. T. Szamosi (Eds.), Human resource management: A critical approach (2nd edition, pp. 27–48). New York, NY: Routledge.
Lepeley, M.-T. (2021). The human centered sustainable quality culture in organizations. In M.-T. Lepeley, O. Morales, P. Essens, N. Beutell, & N. Majluf (Eds.), Human centered organizational culture: Global dimensions (1st ed., pp. 3–22). Routledge.

Unit 2: Organizational Culture and Organizational Learning

Field, L. (2019). Habermas, interests and organizational learning: A critical perspective. The Learning Organization, 26(3), 252–263.
Pylväs, L., Li, J., & Nokelainen, P. (2022). Professional growth and workplace learning. In C. Harteis, D. Gijbels, & E. Kyndt (Eds.), Research approaches on workplace learning: Insights from a growing field (pp. 137–155). Springer.
Wolf, P., Verma, S., Kocher, P.-Y., Bernhart, M. J., & Meissner, J. O. (2022). In search for the missing link: Studying the interrelationship between organizational learning and organizational culture change. Journal of Organizational Change Management, 35(1), 135-164.

Unit 3: The Learning Organization

Örtenblad, A. (2018). What does “learning organization” mean? The Learning Organization, 25(3), 150–158. 
Tynjälä, P. (2022). Workplace learning from the organizational point of view. In C. Harteis, D. Gijbels, & E. Kyndt (Eds.), Research approaches on workplace learning: Insights from a growing field (pp. 429–450). Springer.
Van den Bossche, P., Gabelica, C., & Koeslag-Kreunen, M. (2022). Team learning. In C. Harteis, D. Gijbels, & E. Kyndt (Eds.), Research approaches on workplace learning: Insights from a growing field (pp. 201–218). Springer.

Unit 4: Workers’ and Unions’ Learning

Bennett, T. (2020). Countering the pedagogic hegemony of neo-liberalism in the workplace: A Freirean analysis of the contribution of union-led learning to enhanced worker participation in the UK. Journal of Participation and Employee Ownership, 3(1), 67–85
Poell, R. F., & Van Der Krogt, F. J. (2016). Employee strategies in organising professional development. In S. Billett, D. Dymock, & S. Choy (Eds.), Supporting learning across working life: Models, processes and practices (pp. 29-46). Springer. [PDF]
Stanford, J., & Poon, D. (2021). Defining worker voice. In Speaking up, being heard, making change: The theory and practice of worker voice in Canada today (pp. 16–28). Vancouver, BC: Centre for Future Work.

Unit 5: School-Work Transitions (1)

Arnold, C. H., Wheelahan, L., Moodie, G., Beaulieu, J., & Taylor-Cline, J.-C. (2018). Mapping the typology of transition systems in a liberal market economy: The case of Canada. Journal of Education and Work, 31(2), 125–143.
McDonough, B. (2020). Inequalities, precariousness and education: Schooling precarious workers. In J. A. Bustillos Morales, & S. Abegglen (Eds.), Understanding education and economics: Key debates and critical perspectives (pp. 77–89). Routledge.

Unit 6: School-Work Transitions (2)

Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13.
Chia, A. (2022). Future of work, transitions, and future-oriented learning. In H. Bound, J. P.-L. Tan, & R. W. Y. Lim (Eds.), Pedagogies for future-oriented adult learners: Flipping the lens from teaching to learning (pp. 83–99). Springer
Fuller, J. (Host). (2023, October 18). Defining experience: How micro internships build skills and boost productivity [Audio podcast episode]. In Managing the future of work.

Unit 7: Work-School Transitions

Browning, K. F. (2020). A case study on the recognition of prior learning (RPL): Perception of university faculty. Canadian Journal for the Study of Adult Education, 32(1), 15–40.
Wheelahan, L., & Moodie, G. (2022). Gig qualifications for the gig economy: Micro-credentials and the ‘hungry mile’. Higher Education, 83, 1279–1295.

Unit 8: Precarity, Diversity, and Inequality (1)

Kalleberg, A. L. (2018). The new age of precarious work. In Precarious lives: Job insecurity and well-being in rich democracies (pp. 20–38). MA: Polity Press.
Stainback, K. (2015). Organizations, employment discrimination, and inequality. In A. J. Colella, & E. B. King (Eds.), The Oxford handbook of workplace discrimination (pp. 41–58). Oxford: Oxford University Press.

Unit 9: Precarity, Diversity, and Inequality (2)

Baldridge, D., Beatty, J., Böhm, S. A., Kulkarni, M., Moore, M. E. (2015). Persons with (dis)abilities. In A. J. Colella, & E. B. King (Eds.), The Oxford handbook of workplace discrimination (pp. 111–128). Oxford: Oxford University Press.
Bridges, D., Wulff, E., Bamberry, L., Krivokapic-Skoko, B., & Jenkins, S. (2020). Negotiating gender in the male-dominated skilled trades: A systematic literature review. Construction Management and Economics, 38(10), 894–916. 
Liu, J., & Guo, S. (2021). Navigating transition to work: Recent immigrants’ experiences of lifelong learning in Canada. International Review of Education, 67, 733–750.

Unit 10: Precarity, Diversity, and Inequality (3)

Aroonsri, P., & Crocco, O. S. (2024). Workplace learning and information exchange among gig workers: Crowdsourcing and the social media advantage. The Journal of Workplace Learning, 36(1), 77–95. 
Employment and Social Development Canada (ESDC). (2023). What we heard: Developing greater labour protections for gig workers. Final report
Peticca-Harris, A., deGama, N., & Ravishankar, M. N. (2020). Postcapitalist precarious work and those in the ‘drivers’ seat: Exploring the motivations and lived experiences of Uber drivers in Canada. Organization, 27(1), 36–59. 

Unit 11: Artificial Intelligence (AI), Four-Day Work Week, Universal Basic Income

Finlayson, J. (Host). (2023, May 1). Four-day work week – Yay or nay? [Audio podcast episode]. In The future of work.
Green, A., del Pero, A. S., & Verhagen, A. (2023). Artificial intelligence, job quality and inclusiveness. In OECD employment outlook 2023: Artificial intelligence and the labour market (pp. 128–154). OECD Publishing.
Veltman, A. (2020). Universal basic income and the good of work. In M. Cholbi, & M. Weber (Eds.), The future of work, technology, and basic income (pp. 131–150). Routledge.

Unit 12: Climate Change and Work/Learning

Orsato, R. J., Barakat, S. R., & de Campos, J. G. F. (2017). Organizational adaptation to climate change: Learning to anticipate energy disruptions. International Journal of Climate Change Strategies and Management, 9(5), 645–665. 
Tannock, S. (2023). Culture workers against big oil: The importance of labor education in fighting the climate crisis. Environmental Education Research, 29(11), 1709–1723.

Assignment 2: Compare/Contrast Sample Papers

Compare/Contrast Paper, Sample 1
Compare/Contrast Paper, Sample 2