@inbook{30289,
  abstract     = {{This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence.}},
  author       = {{Goller, Michael and Paloniemi, Susanna}},
  booktitle    = {{Research Approaches on Workplace Learning}},
  isbn         = {{9783030895815}},
  issn         = {{2210-5549}},
  keywords     = {{Agency Workplace learning Professional development Proactivity Self-direction}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Agency: Taking Stock of Workplace Learning Research}}},
  doi          = {{10.1007/978-3-030-89582-2_1}},
  year         = {{2022}},
}

@article{35313,
  abstract     = {{The article discusses the explanatory power of conceptual change for research on workplace learning in digitalized workplaces. Interestingly, research on conceptual change is well-established within the area of science education but widely neglected within the broad area of workplace learning research. Digitalization of work establishes new quality of tasks and tools by integrating workers and machines into digital networks. Hence, conceptual change can be considered a core concept for identifying workers’ successful adaption to digital transformation. Therefore, conceptual change research in the area of workplace learning in digitalized workplaces is highly relevant. The article reflects upon reasons, explores the potential of conceptual change for understanding workplace learning in digitalized workplaces, and illustrates the argumentation by exemplarily referring to digitalized farming. Finally, the article provides suggestions for future research.}},
  author       = {{Harteis, Christian and Goller, Michael and Caruso, Carina}},
  journal      = {{Frontiers in Education}},
  keywords     = {{conceptual change, digitalization, workplace learning, professional development, agriculture}},
  number       = {{1}},
  title        = {{{Conceptual Change in the Face of Digitalization}}},
  doi          = {{10.3389/feduc.2020.00001}},
  volume       = {{5}},
  year         = {{2020}},
}

@book{3600,
  abstract     = {{Michael Goller gives a structured overview of the current discourses of human agency in relation to professional learning and development. Based on this discussion, the author develops a theoretical framework including human agency as an individual feature (i. e., a disposition) as well as a set of self-initiated and goal-directed behaviours that are assumed to affect employees’ learning and development (e. g., crafting of new work experiences). He then further specifies this theoretical framework and investigates it empirically in the domain of geriatric care nursing. Based on the findings of the three empirical studies conducted, the author discusses the relevance of human agency for the development of professional expertise of geriatric care nurses.

The work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award.}},
  author       = {{Goller, Michael}},
  isbn         = {{978-3-658-18285-4}},
  keywords     = {{Workplace learning, Agency, Expertise}},
  pages        = {{373}},
  publisher    = {{Springer}},
  title        = {{{Human agency at work: An active approach towards expertise development}}},
  doi          = {{10.1007/978-3-658-18286-1}},
  year         = {{2017}},
}

@inbook{29735,
  abstract     = {{The present volume has aimed to cover a broad range of approaches to agency at work, exploring its relationship with professional learning and development. Thus, the chapters included in this book have discussed the role of agency in learning and development, considering a variety of working life contexts and applying both conceptual and empirical perspectives. This final chapter provides an overview of both the conceptual approaches and the empirical implementations. We see the perspectives as complementary. From the content of the book, we discern the phenomena as falling on two main dimensions, clustering at opposite ends of these dimensions. Thus, the following contrasts are evidenced: (a) agency understood as a personal capacity, vs. agency as behaviour, and (b) agency as an individual phenomenon, vs. agency as a collective phenomenon. All the chapters emphasise that agency is needed for learning and development. However, they differ in how they view the relationships between the concepts. They also exhibit differences in the empirical decisions taken and the research strategies chosen. In this concluding chapter, we discuss the main similarities and differences emerging from the chapters. We also highlight avenues for future research on agency and its relationship with professional learning.}},
  author       = {{Paloniemi, Susanna and Goller, Michael}},
  booktitle    = {{Agency at work: An agentic perspective on professional learning and development}},
  editor       = {{Goller, Michael and Paloniemi, Susanna}},
  isbn         = {{9783319609423}},
  issn         = {{2210-5549}},
  keywords     = {{Agency, Workplace learning, Professional development}},
  pages        = {{465--478}},
  publisher    = {{Springer International Publishing}},
  title        = {{{The Multifaceted Nature of Agency and Professional Learning}}},
  doi          = {{10.1007/978-3-319-60943-0_23}},
  year         = {{2017}},
}