Inter-professional working and learning: ‘recontextualising’ lessons from ‘project work’ for programmes of initial professional formation

References

• Abbott , A. 1988 . The system of the professions: An essay on the divisions of expert labour , Chicago , IL : University of Chicago Press .
   Google Scholar
• Adler , P. and Heckscher , C. 2006 . The firm as a collaborative community: Reconstructing trust in the knowledge economy , Oxford : Oxford University Press .
   Google Scholar
• Adler , P. , Kwon , S. and Heckscher , C. 2008 . Professional work: The emergence of colloborative community . Organizational Science , 19 ( 2 ) : 359 – 376 .
   Web of Science ®Google Scholar
• Akkerman, S., and A. Bakker. 2011. Boundary crossing and boundary objects. Review of Educational Research 81: 132–69.
   Google Scholar
• Bauman , Z. 1987 . Legislators and interpretators , London : Polity Press .
   Google Scholar
• Bechky , B. 2003 . Object lessons: Workplace artifacts as representations of occupational jurisdiction . American Journal of Sociology , 109 : 720 – 752 .
   Web of Science ®Google Scholar
• Bechky , B. 2006 . Gaffers, gofers, and grips: Role-based coordination in temporary organizations . Organizational Science , 17 : 3 – 21 .
   Web of Science ®Google Scholar
• Beck , John and Young , Michael F.D. 2005 . The Assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis . British Journal of Sociology of Education , 26 ( 2 ) : 183 – 97 .
   Web of Science ®Google Scholar
• Bernstein, B. 2000. Pedagogy, symbolic control and identity: Theory, research and critique. Rev. ed. Lanham, MD: Rowman and Littlefield.
   Google Scholar
• Boud , D. and Soloman , N. , eds. 2001 . Work-based learning: A new higher education? , Buckingham : SRHE/Open University .
   Google Scholar
• Boud , D. , Cressey , P. and Doherty , P. 2009 . Productive reflection at work , London : Routledge .
   Google Scholar
• Bowker , G. and Star , S.L. 2000 . Sorting things out: Classification and its consequences , Cambridge , MA : MIT Press .
   Google Scholar
• Briner , W. , Hastings , C. and Geddes , M. 1996 . Project leadership , Aldershot : Gower .
   Google Scholar
• Carlile , P.R. 2004 . Transferring, translating and transforming: An integrative framework for managing knowledge across boundaries . Organization Science , 15 ( 5 ) : 555 – 568 .
   Web of Science ®Google Scholar
• Carlile , P. and Østerland , C. 2004 . Relations in practice: Sorting through practice theories on knowledge sharing in complex organisations . The Information Society , 21 ( 1 ) : 91 – 107 .
   Google Scholar
• Derber , C. , Schwartz , W. and Magrass , Y. 1990 . Power in the highest degree: Professionals and the rise of a new manadarian order , Oxford : Oxford University Press .
   Google Scholar
• Deuze , M. 2007 . Media work , London : Polity Press .
   Google Scholar
• Edwards , A. 2010 . Being an expert professional practitioner: The relational turn in expertise , Dordrecht : Springer .
   Google Scholar
• Edwards , A. , Daniels , H. , Gallagher , T. , Leadbetter , J. and Warmington , P. 2009 . Improving inter-professional collaborations: Multi-agency working for children’s wellbeing , London : Routledge .
   Google Scholar
• Ekstadt , E. , Lindlin , R.A. , Söderholm , A. and Wirdenius , H. 1999 . Neo-industrial organising: Renewal buy action and knowledge in a project-intensive economy , London : Routledge .
   Google Scholar
• Engeström , Y. 1999 . “ Activity theory and individual and social transformation ” . In Perspectives on activity theory , Edited by: Engeström , Y. , Miettinen , R. and Punamaki , R.-L. 19 – 38 . Cambridge : Cambridge University Press .
   Google Scholar
• Engeström , Y. 2001 . Expansive learning at work: Toward an activity-theoretical reconceptualisation . Journal of Education and Work , 14 ( 1 ) : 133 – 56 .
   Google Scholar
• Engeström , Y. 2008 . From teams to knots: Activity–theoretical studies of collaboration and learning at work , Cambridge : Cambridge University Press .
   Google Scholar
• Engeström , Y. , Engeström , R. and Kärkkäinen , M. 1995 . Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities . Learning and Instruction , 5 : 319 – 336 .
   Google Scholar
• Freidson , E. 1994 . Professionalism reborn , Cambridge : Polity Press .
   Google Scholar
• Freidson , E. 2001 . Professionalism: The third logic , Cambridge : Polity Press .
   Google Scholar
• Gherardi , S. 2006 . Organizational knowledge: The texture of workplace learning , Oxford : Blackwell .
   Google Scholar
• Gherardi , S. 2008 . “ Situated knowledge and situated action: What do practice-based studies promise? ” . In Sage handbook of the new and emerging in management and organization , Edited by: Barry , D. and Hansen , H. 516 – 527 . London : Sage .
   Google Scholar
• Grabher, G. 2002. Cool projects, boring institutions temporary collaboration in social context. (editorial) Special Edition Regional Studies 36, no. 3: 103–20.
   Google Scholar
• Grabher , G. 2004 . Learning in projects, remembering in networks? Commonality, sociality, and connectivity in project ecologies . European Journal of Regional Studies , 11 ( 1 ) : 103 – 120 .
   Google Scholar
• Guile , D. 2010 . The learning challenge of the knowledge economy , Rotterdam : Sense .
   Google Scholar
• Guile , D. 2011 . Interprofessional activity in the ‘space of reasons’: Thinking, communicating and acting . Vocations & Learning , 4 ( 2 ) : 93 – 111 .
   Web of Science ®Google Scholar
• Hall , R. , Stevens , R. and Torroba , T. 2003 . Disrupting representational infrastructure in conversations across disciplines . Mind, Culture and Activity , 9 ( 2 ) : 179 – 210 .
   Google Scholar
• Hutchins , E. 1995 . Cognition in the wild , Cambridge : Cambridge University Press .
   Google Scholar
• Kellogg , K. , Orlikowski , W. and Yates , J. 2006 . Life in the trading zone: Structuring coordination across boundaries in postbureaucratic organizations . Organizational Science , 17 : 22 – 44 .
   Web of Science ®Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning , Cambridge : Cambridge University Press .
   Google Scholar
• McDowell , J. 1996 . Mind and world , 2nd ed. , Cambridge , MA : Harvard University Press .
   Google Scholar
• Midler , C. 1995 . ‘Projectification’ of the firm: The Renault case . Scandinavian Journal of Management , 11 ( 4 ) : 263 – 275 .
   Google Scholar
• Pralahad , C. and Ramaswamy , V. 2004 . The future of competition: Co-creating unique value with customers , Boston : Harvard Business School Press .
   Google Scholar
• Reed , M. 1996 . Expert power and control in later modernity: An empirical review and theoretical synthesis . Organizational Studies , 17 ( 4 ) : 573 – 573 .
   Web of Science ®Google Scholar
• Schön , D.A. 1983 . The reflective practitioner: How professionals think in action , London : Temple Smith .
   Google Scholar
• Schön , D. 1987 . Educating the reflective practitioner , San Francisco : Jossey Bass .
   Google Scholar
• Star , S.L. and Griesemer , J. 1989 . Institutional ecology, translations and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–1939 . Social Studies of Science , 19 : 387 – 420 .
   Web of Science ®Google Scholar
• Tonnies , F. 1957 . Community and society , East Lansing , MI : Mitchigan University State Press .
   Google Scholar
• Victor , B. and Boynton , A.C. 1998 . Invented here , Boston , MA : Harvard Business School Press .
   Google Scholar
• Von Hippel , E. 2005 . Democratising invention , Cambridge , MA : MIT Press .
   Google Scholar
• Winter , R. and Maisch , M. 1996 . Professional competence and higher education: The ASSET programme , London : Falmer Press .
   Google Scholar