All Outputs (3)

Agile Implementation and Expansive Learning: Identifying Contradictions and Their Resolution Using an Activity Theory Perspective (2020)
Conference Proceeding
Chita, P., Cruickshank, P., Smith, C., & Richards, K. (2020). Agile Implementation and Expansive Learning: Identifying Contradictions and Their Resolution Using an Activity Theory Perspective. In Agile Processes in Software Engineering and Extreme Programming (3-19). https://doi.org/10.1007/978-3-030-49392-9_1

A key challenge organisations face when transitioning to agile delivery methods is that of quickly and effectively learning new ways of working. This study posits that fundamental historical, cultural and behavioural aspects affect the transition and... Read More about Agile Implementation and Expansive Learning: Identifying Contradictions and Their Resolution Using an Activity Theory Perspective.

An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation (2020)
Journal Article
Smith, S., Garavan, T., Munro, A., Ramsay, E., Smith, C., & Varey, A. (2021). An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation. Information Technology and People, 34(2), 789-811. https://doi.org/10.1108/ITP-02-2019-0084

Purpose – The purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the... Read More about An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation.

Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices (2020)
Journal Article
Smith, S., Caddell, M., Taylor-Smith, E., Smith, C., & Varey, A. (2022). Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices. Journal of Vocational Education and Training, 73(4), 505-525. https://doi.org/10.1080/13636820.2020.1744690

This article compares policy aims with experiences following the introduction of a new model for STEM apprenticeships in the UK. Degree apprentices work while studying for a degree, undertaking work-based learning and attending on-campus classes. Spe... Read More about Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices.