Purpose

Technological innovation and the flexibilisation of labour markets have expanded the pool of workers engaged in globally distributed work. This paper aims to propose an analytical framework to understand and support the productive professional learning of those engaged in global work. Drawing on the theory of expansive learning in the cultural-historical activity theory tradition the study aims to stimulate and enrich the conceptual notion of work as a learning space in the discussion of workplace learning particularly in global work.

Design/methodology/approach

Iteration between theory and data is applied to identify the dimensions of expansion for the configuration of learning spaces in global work. Data are drawn from the experiences of 10 professionals selected by purposive sampling in Austria, Italy, the Netherlands and Singapore.

Findings

Six dimensions of expansion are identified as challenging and potentially empowering for professionals’ configuration of learning spaces in global work: social-spatial, material-instrumental, moral-ethical, political-economic, personal-professional and temporal-developmental.

Originality/value

The conceptual framework for the dimensions of expansion of learning spaces provides the broad strokes for reflexive curricula that democratise the learning and development of professionals in global work, who are currently underserved given the national orientation of vocational education and training and professional development ecosystems.

中文翻译：

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在全球工作中配置学习空间的扩展维度

目的

技术创新和劳动力市场的灵活化扩大了从事全球分布工作的工人群体。本文旨在提出一个分析框架，以了解和支持从事全球工作的人员进行富有成效的专业学习。该研究借鉴了文化历史活动理论传统中的扩展学习理论，旨在激发和丰富工作作为学习空间的概念，用于讨论工作场所学习，特别是在全球工作中。

设计/方法/方法

应用理论和数据之间的迭代来确定全球工作中学习空间配置的扩展维度。数据来自于在奥地利、意大利、荷兰和新加坡有目的地抽样选出的 10 名专业人士的经验。

发现

扩展的六个维度被确定为具有挑战性并可能增强专业人士在全球工作中配置学习空间的能力：社会空间、物质工具、道德伦理、政治经济、个人专业和时间发展。

原创性/价值

扩展学习空间维度的概念框架为反思性课程提供了广泛的思路，使全球工作中专业人士的学习和发展民主化，鉴于职业教育和培训的国家导向以及专业发展生态系统，目前这些专​​业人士的服务不足。