Small business pedagogic practices.
MetadataShow full item record
Understanding how best learning for and in small business should proceed constitutes a worthwhile, yet challenging pedagogic project. Small businesses seem not attracted to, nor do they value taught courses that are often viewed as being irrelevant, inappropriate or inaccessible to small business workers. However, given that small businesses need to respond to new demands it is worthwhile understanding the kinds of pedagogic practices they adopt when learning to make changes. This paper reports the initial findings of a study of how 30 small businesses learnt to implement the Goods and Service Tax (GST). Interviews were used to understand the pedagogic practices that these businesses adopted when implementing the GST. In most cases, contributions to learning were identified in a movement from an initial reliance upon external contributions to a greater independence within the small businesses. The core of the learning process was most commonly reported as being mediated by localised support and expertise (e.g. experts, information, accountants, consultants) as the small businesses engaged with the task. Local contributions of different kinds played an important role in mediating the learning. From these findings, a model of learning in small business was generated whose wider applicability will be appraised through a second round of interviews with small businesses.
Envisioning practice implementing change.
Copyright 2002 Australian Academic Press. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link for access to the publishers website.