Article 2000

A conceptual framework for approaches to occupational analysis

Research in Post-Compulsory Education
Journal · Vol. 5 · Issue 3 · pp. 289-304
Abstract

The increasing use of occupational analysis and the dominance of a particular form, functional analysis, are noted. A comparative study of approaches to occupational analysis is proposed, to inform future analyses. Issues in comparison in general are explored. The nature of the particular study is then considered, as a basis for the development of a comparative methodology. There follows definition of a number of terms to be used in assembling the framework, including forms of analysis, methods of analysis and dimensions. The choices of a matrix framework and of forms of analysis of skill, function and role are explained. An approach to the selection of key dimensions is explained and justified. The framework is then employed to analyse several approaches to occupational analysis. © 2000, Taylor & Francis Group, LLC.

Keywords

Author Keywords

Not provided

Index Keywords

Author Affiliations
University of Warwick, Coventry, West Midlands, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Fundamentals of Educational Research, (1990)
2 Ashworth, Peter D., On ‘Competence’, Journal of Further and Higher Education, 14, 2, pp. 3-25, (1990)
3 Idea of Higher Education, (1990)
4 Limits of Competence Knowledge Higher Education and Society, (1994)
5 Role Theory Expectations Identities and Behaviors, (1979)
6 Blackmore, Paul, A categorisation of approaches to occupational analysis, Journal of Vocational Education and Training, 51, 1, pp. 61-78, (1999)
7 Blackmore, Paul, Some problems in the analysis of academic expertise, Teacher Development, 4, 1, pp. 45-63, (2000)
8 Transferable Skills in Higher Education, (1994)
9 Toward A Theory of Instruction, (1966)
10 Theories of Educational Management, (1995)
Quick Actions
Full Text via DOI
Citation Metrics
3
Times Cited (Scopus)

References 10
Document Identifiers