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dc.contributor.authorStuart, M.
dc.contributor.authorCutter, J.
dc.contributor.authorCook, H.
dc.contributor.authorWinterton, J.
dc.date.accessioned2017-01-30T12:56:21Z
dc.date.available2017-01-30T12:56:21Z
dc.date.created2016-02-28T19:30:29Z
dc.date.issued2013
dc.identifier.citationStuart, M. and Cutter, J. and Cook, H. and Winterton, J. 2013. Who stands to gain from union-led learning in Britain? Evidence from surveys of learners, union officers and employers. Economic and Industrial Democracy. 34 (2): pp. 227-246.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/26994
dc.identifier.doi10.1177/0143831X12442579
dc.description.abstract

This article considers the potential gains which the union-led learning agenda may provide for its various stakeholders in Britain. To do this, it draws on extensive surveys of individual learners, trade union workers and employers to evaluate the extent of possible gains. The article argues that the union-led learning agenda may open a new and novel channel for unions to develop voice around learning at the workplace within a liberal market environment. The findings show that purported gains have been realized by all parties, but suggest that any notion of mutuality is dependent on the workplace structures of voice and codification that unions are looking to build around learning, such as learning agreements.

dc.publisherSage Publications
dc.titleWho stands to gain from union-led learning in Britain? Evidence from surveys of learners, union officers and employers
dc.typeJournal Article
dcterms.source.volume34
dcterms.source.number2
dcterms.source.startPage227
dcterms.source.endPage246
dcterms.source.issn0143-831X
dcterms.source.titleEconomic and Industrial Democracy
curtin.departmentCurtin Sarawak
curtin.accessStatusFulltext not available


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