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  • Small business pedagogic practices.

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    JVETSmallbusspap.pdf (111.1Kb)
    Author(s)
    Billett, S
    Hernon-Tinning, B
    Ehrich, L
    Griffith University Author(s)
    Billett, Stephen R.
    Hernon-Tinning, Bernie
    Year published
    2003
    Metadata
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    Abstract
    Understanding how learning for small businesses should best proceed constitutes a worthwhile, yet challenging, pedagogic project. In order to maintain their viability, small businesses need to be able to respond to new practices and tasks. Yet small businesses seem neither attracted to, nor to value, the kinds of taught courses that are the standard pedagogic practice of vocational education systems. Small business operators commonly view these courses as being irrelevant, inappropriate or inaccessible. Therefore, identifying the kinds of pedagogic practices that meet their needs and offer effective learning outcomes is a ...
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    Understanding how learning for small businesses should best proceed constitutes a worthwhile, yet challenging, pedagogic project. In order to maintain their viability, small businesses need to be able to respond to new practices and tasks. Yet small businesses seem neither attracted to, nor to value, the kinds of taught courses that are the standard pedagogic practice of vocational education systems. Small business operators commonly view these courses as being irrelevant, inappropriate or inaccessible. Therefore, identifying the kinds of pedagogic practices that meet their needs and offer effective learning outcomes is a useful project. This paper reports and discusses the findings of a study of how 30 Australian small businesses learnt to implement a new practice: a recently introduced goods and service tax (GST). Interviews were used to understand the pedagogic practices that supported the learning associated with implementing the GST. In most cases, the process of learning comprised a movement from an initial reliance upon external contributions to a greater independence in practice premised on capacities residing within the small businesses. The key and most commonly reported contributions were those provided by localised support and expertise (e.g. experts such as affiliates, accountants, consultants, family, other small businesses). Localised support was potent when it assisted in identifying the goals for learning (e.g. the scope and requirements of the task) and the development of capacities to operate independently, as well as supporting and monitoring the progress with this innovation. A model of learning in small business was generated and validated through further interviews with small businesses. The model illuminates the need to go beyond the orthodox pedagogic practice of vocational education and training to consider options, such as localised learning spaces as the key source of small business learning.
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    Journal Title
    Journal of Vocational Education and Training
    Volume
    55
    Issue
    2
    Publisher URI
    http://www.informaworld.com/smpp/content~content=a768372915~db=all~order=page
    DOI
    https://doi.org/10.1080/13636820300200223
    Copyright Statement
    © 2003 Taylor & Francis. The author-version of this article will be available for download 18 months after publication. Use hypertext link for access to the journal's website.
    Subject
    Education systems
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/5876
    Collection
    • Journal articles

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