The Virtual University: An Action Paradigm and Process for Workplace Learning

Citation

Ingram, H. (1999), "The Virtual University: An Action Paradigm and Process for Workplace Learning", International Journal of Contemporary Hospitality Management, Vol. 11 No. 6, pp. 57-57. https://doi.org/10.1108/ijchm.1999.11.6.57.1

This thought‐provoking book is divided into three thematic sections. David Davies begins by considering in four chapters the ways in which adults learn and argues that the open paradigm of learning should replace closed, knowledge‐based methods. Davies contends that experiential learning should be accredited in a modular learning framework that should be a student‐centred means of transforming learning from competence to capability. These arguments challenge the legitimacy of traditional teaching and learning methods and suggest that the need for lifelong learning will create a new market for workplace learners.

In the second section of the book, Richard Teare devotes eight chapters to the exploration of a framework for managerial learning in the workplace, emphasizing the power of inspirational leadership in organizations. The contention is that organizations, like individuals, learn from experience and that there are both tangible and intangible benefits to be derived from the creation of a learning organization. These include: long‐term success, performance benefits, continuous improvement, creativity and attracting and retaining good people. The applications of this conceptual work are demonstrated using a number of real‐life examples drawn from good practice in a range of different industries.

Finally, Eric Sandelands describes how learning at work can be put into practice by means of an Internet‐resourced learning environment. This section proposes a practical blueprint for virtual support, using an online library of learning resources and links to a wide array of learning and information resources.

While each section addresses a different theme, the book manages to retain its coherence and thematic integrity. Much is added in an academic way, to the debate about the future direction of workplace learning, that may challenge the traditional provision of higher education courses in universities. Of course only time will tell if this vision of the future will in fact come to pass. Nevertheless, these are attractive ideas that could find favour with firms that may find traditional university approaches less attractive in the information age.