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首页> 外文期刊>International Journal of Lifelong Education >Transforming expertise from individual to regional community expertise: a four‐year study of an education intervention
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Transforming expertise from individual to regional community expertise: a four‐year study of an education intervention

机译：将专业知识从个人转变为区域社区专业知识：对教育干预措施的为期四年的研究

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In this paper we present the empirical results of a study showing that individualised expertise can be transformed into regional community expertise by means of an education intervention programme. In view of the ongoing reform of the municipal and service structures in Finland, during which small municipalities are combined into areas with populations in excess of 20,000, the need for community expertise is obvious. The reorganisation of service arrangements aims at efficiency, lower costs, quality service and increased regional competitiveness. Due to the reform, local actors are expected to provide new, collaboration‐oriented strategies, while healthcare professionals in the municipalities are presented with new challenges such as how to organise activities on a regional basis, form networks and work together in teams. An intervention study based on working life and with an emphasis on education was conducted using participatory action research between 1999 and 2003. The prerequisite of regional expertise is that individualised expertise evolves along with community expertise. An education intervention targeting entire work communities enables a change process in individual competence towards activity in communities and regions. Consequently, individualised expertise was highlighted by joint planning, work development and various evaluation skills. The change was supported by joint motivation for development, responsible commitment, adequate autonomy of the community, and by management practices and organisational structures that supported organisational changes. The delaying factors included workers' weak commitment, difficulty of giving up one's own specific expertise, a lack of common language and different subcultures. Our results indicate that work organisations can be developed through education so that workers jointly participate in changing the activities and work practices. This process will improve motivation and readiness for work as well as increase collaboration and efficiency of activity.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2010.512807
机译：在本文中，我们介绍了一项研究的经验结果，该研究表明可以通过教育干预计划将个性化专业知识转变为区域社区专业知识。鉴于芬兰正在进行的市政和服务机构改革，在此期间，将小型市政当局合并为人口超过20,000的地区，因此社区专业知识的需求显而易见。服务安排的重组旨在提高效率，降低成本，提供优质服务并提高区域竞争力。由于这项改革，预计地方行为者将提供面向合作的新战略，而市政当局的医疗保健专业人员则面临新的挑战，例如如何在区域范围内组织活动，形成网络并在团队中共同努力。在1999年至2003年之间，我们使用参与性行动研究进行了一项基于工作生活且侧重于教育的干预研究。区域专业知识的前提是，个性化专业知识与社区专业知识一起发展。针对整个工作社区的教育干预措施可以使个人能力向社区和地区活动的转变过程。因此，联合计划，工作发展和各种评估技能突出了个性化专业知识。共同的发展动力，负责任的承诺，社区的充分自治以及支持组织变革的管理实践和组织结构为变革提供了支持。延迟的因素包括工人的承诺不力，难以放弃自己的专业知识，缺乏共同语言和不同的亚文化。我们的结果表明，可以通过教育来发展工作组织，以便工人共同参与改变活动和工作习惯。此过程将提高工作的积极性和准备程度，并提高活动的协作性和效率。查看全文下载全文相关的变量add add_id linkedin，facebook，stumbleupon，digg，google，更多“，发布ID：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2010.512807

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