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Organizing Project-Based Learning in Work Contexts

A Cross-Cultural Cross Analysis of Data From Two Projects

Tilburg University, R.Poell{at}uvt.nl

Lyle Yorks

Columbia University

Victoria J. Marsick

Columbia University

The authors describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural reanalysis of data from two previous studies using two different frameworks: actor-centered learning network theory and a critical pragmatist lens on action reflection learning. Findings are based on a cross analysis of a subset of one another’s data sets using the authors’ respective original frameworks, thus intending to build reflexivity into the latter. The study identifies strengths and weaknesses of each framework and discusses a more comprehensive framework that takes into account both individual and organizational learning at a time when learning in work contexts is increasingly driven by the learner and integrated with work.

Key Words: project-based learning • action reflection learning • organizational learning • critical pragmatism • learning networks • theory triangulation • cross-cultural comparison

Adult Education Quarterly, Vol. 60, No. 1, 77-93 (2009)
DOI: 10.1177/0741713609334138


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