{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10170/685"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10170/685","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Learning women's anti-violence work: A phenomenographic study","abstract":"This study explores ways in which workers understand learning in relation to their work. The participants worked in Ontario women's shelters. The research method applied in this study was phenomenography. Eight women's anti-violence workers shared insights through semi-structured interviews. Four qualitatively different ways of understanding learning in anti-violence work emerged from the data. The study suggests that women's anti-violence workers understand their learning as deeply embedded in their work contexts and in the changes they are trying to effect. The scope and focus of these changes varied. The findings of this study could assist in the development of conceptual frameworks for training anti-violence workers. The researcher also suggests that communities of practice may be critical forums for learning, as they are designed for situated workplace learning, and can evolve with changing contexts.","abstract_html":"This study explores ways in which workers understand learning in relation to their work. The participants worked in Ontario women's shelters. The research method applied in this study was phenomenography. Eight women's anti-violence workers shared insights through semi-structured interviews. Four qualitatively different ways of understanding learning in anti-violence work emerged from the data. The study suggests that women's anti-violence workers understand their learning as deeply embedded in their work contexts and in the changes they are trying to effect. The scope and focus of these changes varied. The findings of this study could assist in the development of conceptual frameworks for training anti-violence workers. The researcher also suggests that communities of practice may be critical forums for learning, as they are designed for situated workplace learning, and can evolve with changing contexts.","abstract_has_math":false,"creators":["Alexander, Margaret Marion"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["MacGillivray, Alice","Sullivan, Cris","Axe, Jo"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-03-12","date_published":"2014-03-12","updated_at":"2026-08-21T22:21:56Z","subjects":["CoP","learning","phenomenography","practice","situated","workplace"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10170/685","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F685","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["MacGillivray, Alice","Sullivan, Cris","Axe, Jo"]},{"key":"dc:creator","label":"Author","values":["Alexander, Margaret Marion"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-13T01:16:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-13T01:16:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-03-12"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CoP","learning","phenomenography","practice","situated","workplace"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10170/685"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores ways in which workers understand learning in relation to their work. The participants worked in Ontario women's shelters. The research method applied in this study was phenomenography. Eight women's anti-violence workers shared insights through semi-structured interviews. Four qualitatively different ways of understanding learning in anti-violence work emerged from the data. The study suggests that women's anti-violence workers understand their learning as deeply embedded in their work contexts and in the changes they are trying to effect. The scope and focus of these changes varied. The findings of this study could assist in the development of conceptual frameworks for training anti-violence workers. The researcher also suggests that communities of practice may be critical forums for learning, as they are designed for situated workplace learning, and can evolve with changing contexts."]},{"key":"dc:title","label":"Title","values":["Learning women's anti-violence work: A phenomenographic study"]}]}],"canonical_facts":{"dc:contributor.advisor":["MacGillivray, Alice","Sullivan, Cris","Axe, Jo"],"dc:creator":["Alexander, Margaret Marion"],"dc:date.accessioned":["2014-03-13T01:16:09Z"],"dc:date.available":["2014-03-13T01:16:09Z"],"dc:date.issued":["2014-03-12"],"dc:description.abstract":["This study explores ways in which workers understand learning in relation to their work. The participants worked in Ontario women's shelters. The research method applied in this study was phenomenography. Eight women's anti-violence workers shared insights through semi-structured interviews. Four qualitatively different ways of understanding learning in anti-violence work emerged from the data. The study suggests that women's anti-violence workers understand their learning as deeply embedded in their work contexts and in the changes they are trying to effect. The scope and focus of these changes varied. The findings of this study could assist in the development of conceptual frameworks for training anti-violence workers. The researcher also suggests that communities of practice may be critical forums for learning, as they are designed for situated workplace learning, and can evolve with changing contexts."],"dc:identifier.uri":["http://hdl.handle.net/10170/685"],"dc:subject":["CoP","learning","phenomenography","practice","situated","workplace"],"dc:title":["Learning women's anti-violence work: A phenomenographic study"]},"updated_at":"2026-08-21T22:21:56Z"}