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Work Transitions as Biographical Learning: Exploring the Dynamics of Job Loss
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten.
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

In recent years, researchers have pointed out that individuals understand their lives to a great extent through narratives and narration. In the field of adult education this idea has been taken up for instance in the concept of biographical learning. This thesis discusses the concept of biographical learning in relation to a research project on job loss in mid-life, as it is experienced and handled by whitecollar workers in a Swedish context. While much of the previous research on job loss and unemployment has focused on causes and effects, coping strategies and job search behaviour, this study suggests that an enforced work transition can be thought of as a biographical learning process.

It also suggests that a greater diversity in the learning concept can be attained by reconsidering the concept in the framework of a pragmatist’s view of action. Analysing narrative interviews with white-collar workers (n=23), the study finds diversity in biographical learning with respect to the relative weights and characters of creative action and reflexive identity work. Individual’s variety of engagement in a work transition has also been understood by theoretically describing the process as structured by particular choice junctures. The study finds that a job loss during particular circumstances furthers reconsiderations, novel career decisions and ‘horizontal’ career moves.

Being a central part of biographical learning, reflexivity is used in moments of evaluation, when people tell stories about the transition. It should be discussed in the plural, as the variety of evaluations implies a variety of reflexive efforts. Furthermore, it emphasizes that a work transition is a relational project, pointing out the significance of strong ties and formal ties to people who consider ‘horizontal’ career moves during a work transition. Altogether, this suggests that practical, existential, rhetorical as well as relational issues are involved in work transitions and biographical learning. Keywords: biographical learning, work transition, job loss, adult learning, adult education, outplacement counselling.

Abstract [sv]

På senare år har betydelsen av berättelser och berättande framhållits av samhällsvetare från olika discipliner. Inom pedagogisk och utbildningssociologisk forskning har exempelvis begreppet biografisk lärande tagits i bruk för att visa hur människor tolkar, förstår och skapar mening i sina biografier genom självbiografiskt berättande. Denna avhandling diskuterar begreppet biografiskt lärande i relation till ett forskningsprojekt om omställningsprocesser efter uppsägning bland privat- och statsanställda tjänstemän. Medan tidigare forskning om uppsägning och arbetslöshet framför allt har intresserat sig för orsaker, effekter, copingprocesser och hur människor går till väga för att söka arbete, föreslås i denna avhandling att omställningsprocesser kan teoretisk förstås i termer av biografiskt lärande.

I avhandlingen placeras begreppet i en handlingsteoretisk ram och utrymme skapas som gör det möjligt att tala om olika former av biografiskt lärande. Genom analys av narrativa intervjuer med personer som blivit uppsagda (n=23) föreslås att denna variation bland annat handlar om i vilken utsträckning och på vilket sätt människor engagerar sig i reflexivitet och kreativt handlande. Analysen visar också att variationen kan förstås med hänvisning till att människor under en omställning ställs inför vissa valsituationer och i samband därmed gör olika val. Studien visar att en uppsägning, under vissa betingelser, medverkar till kritisk reflektion och ”horisontella” karriärsteg.

Avhandlingen diskuterar även begreppet reflexivitet som alltså är centralt för biografiskt lärande. I studien föreslås att reflexivitet bland annat utövas genom berättande, i det specifika moment då evaluering av det som berättelsen handlar om äger rum. Eftersom evaluering genomförs på olika sätt, bör man tala om reflexivitet i pluralis. Slutligen framhålls att omställning är en relationell process och att formella så väl som nära relationer har stor betydelse när människor överväger ”horisontella” karriärsteg. Nyckelord: biografiskt lärande, omställning, uppsägning, vuxnas lärande, vuxenutbildning, karriärvägledning.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2012. , 90 s.
Serie
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 553Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 163
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-76638ISBN: 978-91-7519-895-8 (tryckt)OAI: oai:DiVA.org:liu-76638DiVA: diva2:515474
Disputas
2012-05-11, I 101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2012-04-13 Laget: 2012-04-13 Sist oppdatert: 2013-09-04bibliografisk kontrollert
Delarbeid
1. The many faces of biographical learning
Åpne denne publikasjonen i ny fane eller vindu >>The many faces of biographical learning
2012 (engelsk)Inngår i: Studies in the Education of Adults, ISSN 0266-0830, Vol. 44, nr 1, 70-84 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Our aim in this article is to look for more diversity within the concept of biographical leaning. As a conceptual tool for investigating learning in life transitions, biographical learning has gained some recognition over recent years. The concept centres on people’s abilities and possibilities to cope with change in a rapidly changing environment. As transitions have become more common, ‘learning processes within transition’ has become an important area for educational research. The development of the concept of biographical learning is related to this trend, since biographical learning processes appear to be more explicitly triggered when a person’s life course is changing and people are faced with transitions in it. In this article, biographical learning will be discussed in relation to research on restructuring, job loss and enforced work transitions. The article will suggest that such transitions may be understood in terms of biographical learning, acknowledging that learning in work transitions is not only about ensuring one’s ‘professional competence’ or ‘employability’ but includes identity issues and decision-making that affect one’s biography.

Alheit and Dausien portray biographical learning as a certain perspective on lifelong learning, suggesting a ‘shift in analytic perspective’ and a departure from the policy-focused view in which lifelong learning is framed by political and economic precepts. Acknowledging the inner tensions between the ‘instrumentalist’ and ‘emancipative’ power of lifelong learning, the authors place some confidence in the latter, calling for an outlook in which the learning individual ‘is taken more seriously’. There are empirical reasons for such a preference. Although traditional lifeworlds are eroding, people’s responses are not inevitably a ‘panic’ reaction. Instead, people cope with changes rather creatively by using different action strategies that affect both their own biography and the social world in which they live.

The concept of biographical learning is regarded as useful in this context, firstly because it takes account both of social structures and of the individual’s subjectivity. Hence, it recognizes people’s sense of being able to control their own lives interacting with biographical and structural conditions. Even though life chances are unequally distributed and agency is always ‘bounded’, when people face transitions decisions must be made and actions taken that are affected by and affect their biography. Secondly, biographical learning could be considered valuable because its scope is wider than predominant lifelong learning policies and because its aim extends beyond instrumental skills and ‘employability’. Thirdly, biographical learning can be regarded as helpful because it includes not only formal and organized aspects of learning, but also ‘cognitive and reflexive dimensions of learning as much as the emotional, embodied, pre-reflexive and non-cognitive aspects of everyday learning processes and practices’.

However, further investigations of the concept are called for, as pointed out by Alheit and Dausien. One possible development concerns challenging its somewhat uniform character. While Alheit has identified three current ‘biographical coping patterns’ (‘patchworking’, ‘networking’ and ‘designing’; Alheit, 1999, p. 75), further analysis will probably reveal new insights and perhaps lead to a more complex description of what biographical learning is. It seems reasonable to assume, for example, that there might be differences between more continuous and more disruptive versions of biographical learning. In order to encompass a wider spectrum of approaches, the aim of this paper is to analyse, explore and expand the notion of biographical learning and to suggest a number of different modes of such learning.

Emneord
Biographical learning, biographicity, identity work, work transitions, career change
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-76634 (URN)
Tilgjengelig fra: 2012-04-13 Laget: 2012-04-13 Sist oppdatert: 2013-09-04
2. Learning in occupational transitions: a study of the process following job loss
Åpne denne publikasjonen i ny fane eller vindu >>Learning in occupational transitions: a study of the process following job loss
2012 (engelsk)Inngår i: Work: A Journal of Prevention, Assessment and Rehabilitation, ISSN 1051-9815, Vol. 43, nr 3, 331-343 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Objective: This article examines how workers supported by outplacement services engage with an occupational transition through problem solving and learning.

Participants: The participants were 23 mid-life redundant white collar workers with at least eight years in their sector, organization or occupation. The selected interviewees either participated in training to broaden their professional competence or did not make any such ‘expansive’ efforts.

Methods: The study was based on narrative interviews, which enabled a detailed cross case examination of individuals’ actions and choices and how the process unfolds over time.

Results: The results showed that people treat their job loss as a practical problem to be solved using various strategies. This problemsolving process is structured, with people passing similar crossroads defining particular challenges and opportunities giving people limited sets of choices.

Conclusion: The results point to the significance of creativity and learning in occupational transitions.

Emneord
Job search; outplacement, lifelong learning
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-76635 (URN)10.3233/WOR-2012-1384 (DOI)000311225500009 ()
Tilgjengelig fra: 2012-04-13 Laget: 2012-04-13 Sist oppdatert: 2013-09-04bibliografisk kontrollert
3. Work transitions as told: a narrative approach to biographical learning
Åpne denne publikasjonen i ny fane eller vindu >>Work transitions as told: a narrative approach to biographical learning
2013 (engelsk)Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, nr 1, 1-16 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article, we introduce a narrative approach to biographical learning; that is, an approach that considers autobiographical storytelling as a practice through which claims about life history are performed and negotiated. Using insights from narrative theory, we highlight evaluations in those narratives and suggest their crucial role in promoting self-reflective thought. The research area is unemployment, more specifically, work transitions following company restructuring and redundancy supported by outplacement services. Recognizing the learning potential in autobiographical storytelling, the article examines job-loss narratives told by people made redundant. The analysis focuses on strategies used in moments of evaluation. Our findings point to a variety of rhetorical strategies, different kinds of reflexivity and, in turn, variation in the potential for biographical learning.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2013
Emneord
biographical learning, work transitions, narrative, job loss, outplacement
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-76636 (URN)10.1080/0158037X.2012.712037 (DOI)000315190500001 ()
Tilgjengelig fra: 2012-04-13 Laget: 2012-04-13 Sist oppdatert: 2015-11-30bibliografisk kontrollert
4. Occupational transitions as a relational project
Åpne denne publikasjonen i ny fane eller vindu >>Occupational transitions as a relational project
2012 (engelsk)Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 34, nr 2, 83-98 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Looking at ‘biographical learning’ as part of a work transition, the aim of this paper is to investigate how social relations enable and constrain such a learning process in outplacement clients. To examine the process, its character and social conditions, the study draws on interviews with workers who had been made redundant and were enrolled at an outplacement agency. The interviews were analysed using a comparative cross-case analysis. A distinction was made between ‘strong’ (long-term and intimate), ‘weak’ (short-term and non-intimate) and ‘formal’ (e.g., professional counsellors) relations. Findings showed that strong and formal relations were rather influential on people's engagement in biographical learning while weak relations were important to the straightforward career. Since transitions in late modern society has become not only a passage but also a learning option, the different sources and functions of social relations should be considered a vital part of outplacement counselling. Future research should examine more closely both parties in strong relationships and the (joint) process of career decision-making inherent in occupational transitions.

Emneord
Work transitions; biographical learning; social relations; social support; outplacement
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-76637 (URN)10.1080/0158037X.2011.610300 (DOI)000306597300001 ()
Tilgjengelig fra: 2012-04-13 Laget: 2012-04-13 Sist oppdatert: 2012-08-29

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