Professor Nicky Solomon researches and teaches in the areas of workplace learning, discourse analysis, language and culture within Education programs.Her current research focuses on workplace learning, interdisciplinary knowledges and practices, as well as on vocational and professional pedagogical practices.She is a member of the management committee of the Centre for Research in Learning and Change, a UTS research strength.
Can supervise: YES
Edwards, R, Nicoll, K, Solomon, N & Usher, R 2004, Rhetoric and Educational discourse: Persuasive Texts, 1, RoutledgeFalmer, London.
Rule, J, Dunston, R & Solomon, N 2017, 'Remaking Practices in the Redesign of a Primary Healthcare Program', Asia Pacific Journal of Health Management, vol. 12, no. 1, pp. 36-41.View/Download from: Publisher's site
Rule, J, Dunston, R & Solomon, N 2016, 'Learning and change in the redesign of a primary health care initiative', Journal of Workplace Learning, vol. 28, no. 7, pp. 451-467.View/Download from: Publisher's site
This research paper provides an account of learning and change in the redesign of a primary health care initiative in a large metropolitan city in Australia.
Boud, D, Brew, A, Dowling, R, Kiley, M, McKenzie, J, Malfroy, J, Ryland, K & Solomon, N 2014, 'The coordination role in research education: Emerging understandings and dilemmas for leadership', Journal of Higher Education Policy and Management, vol. 36, no. 4, pp. 440-454.View/Download from: Publisher's site
Changes in expectations of research education worldwide have seen the rise of new demands beyond supervision and have highlighted the need for academic leadership in research education at a local level. Based on an interview study of those who have taken up local leadership roles in four Australian universities, this paper maps and analyses different dimensions of the emerging leadership role of research education coordination. It argues that while there is increasing clarity of what is required, there are considerable tensions in the nature of the coordination role and how coordination is to be executed. In particular, what leadership roles are appropriate and how can they be positioned effectively within universities? The paper draws on the Integrated Competing Values Framework to focus on the activities of coordination and on ideas of distributed leadership to discuss the leadership that characterises coordination. It is argued that without acknowledgement of the influences that coordinators need to exert and the positioning and support needed to achieve this, the contemporary agenda for research education will not be realised. © 2014 © 2014 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.
Johnsson, MC, Boud, DJ & Solomon, N 2012, 'Learning in-between, across and beyond workplace boundaries', International Journal of Human Resources Development and Management, vol. 12, no. 1-2, pp. 61-76.View/Download from: Publisher's site
Challenges conventional theories underpinning HRD that typically focus on the objects of learning - individuals, jobs, training. Discusses two case studies (public utility and winery) of learning across boundaries through, for example, the organisational practice of 'acting up' and identifies implications for HRD practice and practitioners.
The purpose of this paper is to examine the use of "learning" through what we have termed "integrated development practices". These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning. Design/methodology/approach - The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations - safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi-structured interviews with members of a variety of workgroups in one major division of the organisation. Findings - Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.Originality/value - Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
Boud, DJ, Rooney, DL & Solomon, N 2009, 'Talking up learning at work: cautionary tales in co-opting everyday learning', International Journal of Lifelong Education, vol. 28, no. 3, pp. 323-334.View/Download from: Publisher's site
Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.
Solomon, N 2005, 'Identity Work and Pedagogy: textually producing the learner-worker', Journal of Vocational Education and Training, vol. 57, no. 1, pp. 95-108.
In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms â- the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work.
Boud, DJ, Solomon, N, Leontios, M & Staron, M 2001, 'Tale of two institutions: exploring colloboration in research partnerships', Studies in the Education of Adults, vol. 33, no. 2, pp. 135-142.View/Download from: Publisher's site
Solomon, N, Boud, D, Leontios, M & Staron, M 2001, 'Researchers are learners too: Collaboration in research on workplace learning', Journal of Workplace Learning, vol. 13, no. 7-8, pp. 274-282.View/Download from: Publisher's site
Research in workplace learning needs to take into account the reflexive nature of researchers' learning. Explores how members of a research team examined their own learning and collaboration through a study of transcripts of interactions between them during planning meetings and reflections upon them. Identifies implications for collaboration and learning about workplace learning. A key finding was that experienced researchers and adult educators had difficulty legitimising a focus on their own workplace learning. This points to the problems likely to arise in getting others, who do not have a discourse of learning readily available to them, to take informal workplace learning seriously. © 2001, MCB UP Limited
Symes, C, Boud, D, McIntyre, J, Solomon, N & Tennant, M 2000, 'Working knowledge: Australian universities and "real world" education', International Review of Education, vol. 46, no. 6, pp. 565-579.View/Download from: Publisher's site
Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal.
Solomon, N 1999, 'Experiential learning and the shaping of subjectivity in the workplace', Studies in the Education of Adults, vol. 31, no. 2, pp. 155-163.
Solomon, N 1997, 'Technologies of Compliance', Studies in Continuing Education, vol. 19, no. 1, pp. 71-81.
Price, O, Johnsson, MC, Scheeres, HB, Boud, DJ & Solomon, N 2012, 'Learning organizational practices that persist, perpetuate and change: A Schatzkian view' in Hager, P, Lee, A & Reich, A (eds), Practice, learning and change: Practice-theory perspectives on professional learning, Springer, Dordrecht, The Netherlands, pp. 233-247.View/Download from: Publisher's site
In this chapter, we connect and challenge two conventional assumptions in workplace learning research and organizational change research: that learning can be understood isolated from its interrelationship with work and that managing change is a process to revert organizations back to desirable forms of stability. We believe the nexus of learning and change in organizational work lies in unpacking the apparent paradox between how work practices regularly get carried forward (persist and perpetuate), yet also adapted (change) by workers to achieve the purposes of work. We draw significantly from the theoretical writings of Schatzki and argue that practice theory has much to contribute in conceptualizing more dynamic views of organizing, work and learning. We illustrate our use of Schatzkian concepts by discussing how workers at an Australian utility company using safety practices to learn how to become new kinds of safe workers.
Solomon, N & Boud, D 2011, 'Researching workplace learning in Australia' in Malloch, M, Cairns, L, Evans, K & O'Connor, BN (eds), The SAGE Handbook of Workplace Learning, SAGE Publications Ltd, UK, pp. 210-223.View/Download from: Publisher's site
This chapter provides a snapshot of research in workplace learning in Australia from the perspective of some of its key players. Workplace learning as an interdisciplinary field covers a wide range of research and programme interests. This is exemplified in the diversity of journals that publish research on workplace learning (Fenwick, 2006). The range and complexity of the field contributes to its richness, but at the same time it presents interesting challenges in terms of making decisions on what is and what is not workplace learning. In order to identify and summarise the theoretical frameworks, conceptions and contributions to understandings of Australian workplace learning knowledge and practices we used an approach that focused on the researchers' own representation of their workplace learning research. At the same time we also recognise that as authors of this chapter we are making our own selection of what should be included within the scope of workplace learning research and we are re-presenting the researchers' representations of their work.
A brief picture of the broad socio-political context in Australia is provided in order to draw attention to features that influence research in workplace learning. We believe that the way research in workplace learning is undertaken and the nature and shape of its contributions to knowledge are a consequence of a dynamic relationship between academic researchers, institutional settings and government policies. The policies and settings provide both boundaries and opportunities, and the way these are enacted upon is influenced by a number of factors to do with the researchers — their disciplinary histories and professional trajectories, together with their institutional, national and international networks.
We begin the chapter by explaining our methodological approach. This is followed by a description of some of the features of the Australian research policy context of workplace learning. This leads into a secti...
Solomon, N 2008, 'Academic Work & Adult Education: A site for multiple subjects' in Nicoll, K & Fejes, A (eds), Foucault and lifelong learning: governing the subject, Routledge, London, Uk, pp. 178-190.
Chappell, CS, Scheeres, HB & Solomon, N 2007, 'Working on Identities' in FARRELL, L & FENWICK, T (eds), Educating the global workforce Knowledge, knowledge work and knowledge workers, Routledge, London & New York, pp. 167-177.
The book considers the challenges of understanding and providing work-related education arising from the rapid expansion of the global economy.
Solomon, N 2007, 'Reality bit(e)s: bringing the 'real' world of working to educational classrooms' in Osborne, E, Houston & Toman (eds), Researching the Pedagogy of Lifelong learning, Routledge, London, Uk, pp. 115-126.
Scheeres, HB & Solomon, N 2006, 'The moving subject: Shifting work(ers) across and beyond organisational boundaries' in Billett, S, Fenwick, T & Somerville, M (eds), Work Subjectivity and Learning, Springer, Dordrecht, The Netherlands, pp. 87-104.
Boud, DJ & Solomon, N 2006, 'Work-based learning, graduate attributes and lifelong learning' in Hager, P & Holland, S (eds), Graduate Attributes, Learning and Employability, Springer, Dordrecht, The Netherlands, pp. 207-220.
Solomon, N & Gustavs, JL 2004, 'Corporatizing knowledge: work-based learning at the University of Technology, Sydney' in Michelson, E & Mandell, A (eds), Portfolio Development and the Assessment of Prior Learning: perspectives, models and practices, Stylus Publishing, Sterling, Virginia, USA, pp. 232-254.
Solomon, N 2001, 'Workplace learning as a cultural technology' in Fenwick, T (ed), Sociocultural Perspectives on Learning Through Work, Josey-Bass, San Francisco, USA, pp. 41-52.
Solomon, N 2001, 'Disciplining the self: TEchnologies of Learning at Work' in Sissel & Sheared (eds), Making Space: Merging Theory to Practice in Adult Education, Bergin and Garvey/Greenwood Publishing, Westport CT, pp. 186-198.
McIntyre, J & Solomon, N 2000, 'The policy environment of work-based learning: globalisation,institutions & workplaces' in Symes, C & McIntyre, J (eds), Working Knowledge: The new vocationalism & higher education, SRHE & Open University Press, Buckingham, UK, pp. 84-97.
McIntyre, J & Solomon, N 2000, 'Deschooling vocational knowledge: work-based learning & the politics of curriculum' in Symes, C & McIntyre, J (eds), Working Knowledge: The new vocationalism & higher education, SRHE & Open University Press, Buckingham, UK, pp. 111-122.
Hanley, E, Robertson, TJ & Solomon, N 2013, 'Integrating work in new models of primary health care', European Conference on Computer Supported Cooperative Work 2013 Adjunct Proceedings, European Conference on Computer Supported Cooperative Work, Aarhus University, Paphos, Cyprus, pp. 9-14.
This paper introduces a large research project that investigates the remarking of professional practices in new models of primary health care. One strand of the research explores the roles of information and communication technologies in practice change. The project involves long-term ethnographic engagement in two sites that are part of an Australian primary healthcare change initiative.
Boud, DJ, Solomon, N, Ryland, K, McKenzie, JA, Brew, AE, Malfroy, J, Kiley, M & Dowling, R 2012, 'Understanding the emerging role of research education coordinators', Quality in Postgraduate Research: Narratives of Transition: Perspectives of Research Leaders, Educators and Postgraduates, The Centre for Higher Education, Learning and Teaching. The Australian National University. Canberra, Adelaide.
Solomon, N, Rooney, DL & Boud, DJ 2008, 'Talking up talk at work', SCUTREA 2008 Proceedings, SCUTREA 2008 38th Annual Connference: Whither adult education in the learning paradigm?, The Edinburgh Copy Shop, University of Edinburgh, University of Edinburgh, pp. 476-483.
In tune with lifelong learning discourses, adult learning is now understood to be anywhere and everywhere in classrooms, in workplaces, in community settings and indeed in everyday life. This distribution of learning sites is accompanied by changing understandings of the relationship of formal and informal learning and of the role of adult education and adult educators. These changes in turn are reshaping learning theories and practices together with redirecting the research focus of adult educators. We suggest that this redirection can be a useful one. By researching learning across contexts, researchers are better able to engage with various kinds of pedagogic practices and therefore can contribute better to the debates and critiques of the changing relationship between education, training and learning.
Chappell, CS, Solomon, N, Tennant, MC & Yates, LS 2003, 'Changing work, changing workers; pedagogies of the new vocationalism', Work and Learning in Different contexts Proceedings Book 11 3rd International conference of Researching work and Learning, 3rd International Conference of Researching Work and Learning, University of Tampere Finland, University of Tampere Finland, pp. 12-20.
Report on the initial finding of an ARC funded project Changing work, changing workers; pedagogies of the new vocationalism
Solomon, N, Boud, DJ & Rooney, DL 2003, 'Room to move: Spaces for learning', Enriching Learning Cultures (Vol 3), Annual International Conference on Post-compulsory Education and Training, Centre for Learning Research Griffith University, Gold Coast, Australia, pp. 116-123.
Solomon, N, Boud, DJ & Rooney, DL 2003, 'Room to move: spaces for learning', 11th Annual International Conference of Post-Compulsory Education and Training, 11th Annual International Conference of Post-Compulsory Education and Training, Queensland University, Gold Coast, Queensland.
Solomon, N & McIntyre, J 2000, 'Questioning research as a contextual practice', 41st Adult Education Research Conference, Uni of british Columbia, Vancouver, Canada, pp. 261-266.
Chappell, CS, Hawke, GA, Rhodes, CH & Solomon, N OVAL Research UTS 2003, Major research program for Older Workers; Stage 1 The Conceptual Framework, pp. 1-76, http://sitesearch.uts.edu.au/oval/publication_result.lasso.
This commissioned Report to ANTA develops a conceptual framework to understand the education and training needs of older workers in order to inform the context and future directions of education and gtraining policy in Australia
Chappell, CS, Hawke, GA, Solomon, N & Rhodes, CH Australian National Training Authority 2003, High Level Review of Training Packages - Phase 1 report - An analysis of the current and future context in which Training Packages will need to operate, pp. 1-47, Brisbane, Australia.
An analysis of the current and future context in which Training Pac kages will need to operate
Slade, DM, Joyce, H, Nesbitt, C, Scheeres, H & Solomon, N Department of Immigration, Technology and Regional Development 1995, Effective Communication in the Restructured Workplace, Volume 1: Team Work, Canberra.
Slade, DM, Joyce, H, Nesbitt, C, Scheeres, H & Solomon, N Department of Immigration, Technology and Regional Development 1995, Effective Communication in the Restructured Workplace, Volume 2: Team Meetings, Canberra.
Slade, DM, Joyce, H, Nesbitt, C, Scheeres, H & Solomon, N Department of Immigration, Technology and Regional Development 1995, Effective Communication in the Restructured Workplace, Volume 3: Job Performance, Canberra.