Summary
GAPSLE is an interdisciplinary project studying criminal justice system (CJS) in Norway. It recognises the need to go beyond individual skill-based learning and promotes development of collaborative learning as a way to find new innovative ways of working, increase staff’s work-based well-being and reduce reoffending rates in prisons. The underlaying rationale is contributing to making the EU a more secure society.
The approach is to (1) empirically explore the current state of collaborative learning activities nationally by interviewing professionals across CJS and analysing documents, (2) empirically explore tensions around collaborative learning by interviewing professionals across CJS, (3) conduct a survey and develop an assessment tool to chart CJS practitioners’ readiness for collaborative learning and (4) develop a strategy to support collaborative organizational learning activities among different occupational groups and creation of social innovations within CJS.
Cultural-historical activity theory and expansive learning give the theoretical framework for the study. Their strength is to allow going beyond individuals and to take into account larger contextual and systemic activity (e.g. organizational structures, rules, community) when analysing learning and activity. Methodologically they provide with established methods to analyse need state (readiness) and tensions within an activity.
The expected outcomes will be exploited by practitioners, educators and decisionmakers within CJS to support in reviewing and designing learning events and strategies, and academics in the field of workplace learning to develop methodologies. Furthermore, they are expected to raise interest among layperson who have interest towards prison work, prison services and issues contributing to a safer society.
The approach is to (1) empirically explore the current state of collaborative learning activities nationally by interviewing professionals across CJS and analysing documents, (2) empirically explore tensions around collaborative learning by interviewing professionals across CJS, (3) conduct a survey and develop an assessment tool to chart CJS practitioners’ readiness for collaborative learning and (4) develop a strategy to support collaborative organizational learning activities among different occupational groups and creation of social innovations within CJS.
Cultural-historical activity theory and expansive learning give the theoretical framework for the study. Their strength is to allow going beyond individuals and to take into account larger contextual and systemic activity (e.g. organizational structures, rules, community) when analysing learning and activity. Methodologically they provide with established methods to analyse need state (readiness) and tensions within an activity.
The expected outcomes will be exploited by practitioners, educators and decisionmakers within CJS to support in reviewing and designing learning events and strategies, and academics in the field of workplace learning to develop methodologies. Furthermore, they are expected to raise interest among layperson who have interest towards prison work, prison services and issues contributing to a safer society.
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More information & hyperlinks
| Web resources: | https://cordis.europa.eu/project/id/894280 |
| Start date: | 03-08-2020 |
| End date: | 02-08-2022 |
| Total budget - Public funding: | 202 158,72 Euro - 202 158,00 Euro |
Cordis data
Original description
GAPSLE is an interdisciplinary project studying criminal justice system (CJS) in Norway. It recognises the need to go beyond individual skill-based learning and promotes development of collaborative learning as a way to find new innovative ways of working, increase staff’s work-based well-being and reduce reoffending rates in prisons. The underlaying rationale is contributing to making the EU a more secure society.The approach is to (1) empirically explore the current state of collaborative learning activities nationally by interviewing professionals across CJS and analysing documents, (2) empirically explore tensions around collaborative learning by interviewing professionals across CJS, (3) conduct a survey and develop an assessment tool to chart CJS practitioners’ readiness for collaborative learning and (4) develop a strategy to support collaborative organizational learning activities among different occupational groups and creation of social innovations within CJS.
Cultural-historical activity theory and expansive learning give the theoretical framework for the study. Their strength is to allow going beyond individuals and to take into account larger contextual and systemic activity (e.g. organizational structures, rules, community) when analysing learning and activity. Methodologically they provide with established methods to analyse need state (readiness) and tensions within an activity.
The expected outcomes will be exploited by practitioners, educators and decisionmakers within CJS to support in reviewing and designing learning events and strategies, and academics in the field of workplace learning to develop methodologies. Furthermore, they are expected to raise interest among layperson who have interest towards prison work, prison services and issues contributing to a safer society.
Status
CLOSEDCall topic
MSCA-IF-2019Update Date
28-04-2024
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