Purpose: This paper aims to explore how particular organisational spaces and practices are constructed as mechanisms to encourage desired behaviours. Through the example of learning/working spaces within Further Education Colleges, the paper aims to examine how vocational courses, such as the pre-apprenticeship programme, try to emulate work-based practices. It also aims to claim that such spaces can be understood as disciplinary technologies aimed at indoctrinating young adults to adopt appropriate "enterprising" work attitudes prior to entering the workplace. Design/methodology/approach: This is a qualitative empirical paper based on two case studies of schemes conducted within North West England. Findings: The paper shows how day-to-day practices both support this indoctrination yet at the same time limit its effectiveness. It is shown that the mobilising of space and practice, both in the learning and working environment for specific agendas cannot be totalising as there are always spaces for alternate understandings and practice. Originality/value: This paper's aim is to question some of the taken-for-granted practices and to provide a greater understanding of how space and practices influence behaviour and actions. It is envisaged that this paper will be of interest to readers interested in learning and development and for those conducting research with a spatiality lens. © Emerald Group Publishing Limited.
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