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Social enterprises developing capability and well-being through work-based learning


Kilpatrick, S and Emery, S and Farmer, J and DeCotta, T, Social enterprises developing capability and well-being through work-based learning, Journal of Vocational Education and Training pp. 1-21. ISSN 1363-6820 (2020) [Refereed Article]

Copyright Statement

2020 The Vocational Aspect of Education Ltd

DOI: doi:10.1080/13636820.2020.1765843


Many social enterprises aim to transition disadvantaged people into mainstream employment; they are engaged in commercial activity underpinned by a social mission. They provide training in life and work skills to develop capability, defined as ability to achieve. They are spaces apparently available not only to develop socially and economically useful capability, but also to promote social inclusion and well-being. This article develops understanding of how social enterprises perform their dual role by drawing on two theoretical frameworks. Situated learning theory is used to explore the work-based learning aspect of social enterprises, whereas spaces of well-being theory is used to explore the social aspect of their missions, where capability is one aspect of well-being. Qualitative data of participants' experiences in two Australian social enterprises are used to develop a model which depicts capability development through situated learning in multiple communities of practices within a space of well-being created by the social enterprise. Opportunities provided by communities of practice and features of spaces of well-being can facilitate participants' capability realisation and transfer.

Item Details

Item Type:Refereed Article
Keywords:situated learning, social enterprise, capability, spaces of well-being, identity, community of practice
Research Division:Education
Research Group:Education systems
Research Field:Technical, further and workplace education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Kilpatrick, S (Professor Sue Kilpatrick)
UTAS Author:Emery, S (Dr Sherridan Emery)
ID Code:138980
Year Published:2020
Funding Support:Australian Research Council (DP170100388)
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2020-05-16
Last Modified:2022-08-23

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