The Emergence of ‘Workforce Development’: Definition, Conceptual Boundaries and Implications

Ronald L. Jacobs; Joshua D. Hawley

doi:10.1007/978-1-4020-5281-1_167

The Emergence of ‘Workforce Development’: Definition, Conceptual Boundaries and Implications

Ronald L. Jacobs, Joshua D. Hawley

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter begins a much-needed discourse about workforce development, a term used with increasing frequency among educational practitioners, policy-makers and scholars alike. In spite of the increasing use of the term, there has been limited discussion about its meaning and implications for established fields of study (Giloth, 2000; Grubb, 1999; Harrison&Weiss, 1998). This discourse is critical for both theoretical and practical reasons, particularly given the economic and social benefits that are expected from workforce development programmes (Grubb&Lazerson, 2004).

Original language	English (US)
Title of host publication	International Handbook of Education for the Changing World of Work
Editors	Rupert Maclean, David Wilson
Publisher	Springer
Pages	2537-2552
ISBN (Electronic)	978-1-4020-5281-1
ISBN (Print)	978-1-4020-5280-4
DOIs	https://doi.org/10.1007/978-1-4020-5281-1_167
State	Published - 2009
Externally published	Yes

Keywords

vocational education
adult education
adult learning
workforce development
demographic shift

Online availability

10.1007/978-1-4020-5281-1_167

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The Emergence of ‘Workforce Development’: Definition, Conceptual Boundaries and Implications

Abstract

Keywords

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