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Purpose: The purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care. Design/methodology/approach: A two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied. Findings: The findings show that both health-care and digital communication professionals learn through experiences with digital "rule-" and "knowledge-based" errors in patient communication and develop negative knowledge and awareness of digital ignorance. In their joint efforts, they use negative knowledge to "bend the rules" and to explore digital ignorance in efforts to improve patient communication. Originality/value: This study provides insight into the importance of collaboration between professionals with varying experience of errors in digitalizing patient communication. Such collaboration is required to acknowledge own shortcomings and create complementary negative knowledge to improve digital patient communication. This is particularly important when working with innovative digitalization in health care.

Making errors is an inevitable part of work and learning situations. Recent research has shown that errors can provide important learning opportunities, in particular in education or training, where there may be ample time and support to learn from them. Yet, more knowledge is needed of how learning from errors is developed through interactional processes in a particular context. Adding to prior research of learning from errors in education, the present study is conducted in a vocational school context, where there may be opportunities to learn from errors conducted as students gain new experiences with the complex work processes of a vocation. Thus, this study aims to provide novel insight into how students' learning from errors in school-based vocational training is developed. Findings from a 1-year field study of culinary vocational education show that teachers and students participate in learning activities of shared experience, improvisation, and reflecting on errors in ways, where the students learn to pay constant attention to the complex cooking procedures. The findings further demonstrate students' transformed participation in challenging and error-prone vocational assignments as a central part of their identification with the culinary vocation.

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers' decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active "caring" approach, a passive "wait until this class is over" approach, an active "vocational gate-keeping" approach, and a passive "wait and see whether they drop out" approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers' dilemmatic decision-making is proposed.

In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this study, based on a sample consisting of 489 members of multicultural university departments, we set out to investigate the relationship between internal knowledge processing--conceptualised as the ability to locate and share knowledge in the faculty group--and faculty engagement. Our hypotheses are based on social learning theory and social exchange theory predicting that increased knowledge sharing activities could facilitate an environment in which faculty engagement thrives. In order to test our hypotheses we use multiple regression analysis. We assessed indicators of behavioural, cognitive and emotional engagement. Results showed consistent positive associations between group knowledge processing and all the studied faculty engagement indicators. Implications and suggestions for future research are discussed in detail.

School-based vocational training has been organised to support students' boundary crossing between school and work. Such training has the potential to engage students in relevant work-oriented schooling. Drawing on theories of boundary connections and symbolic resources, it is argued that school participants define and attribute quality to school-based vocational training based on their experiences and expectations of past, present, and future boundaries between school and work contexts. Empirical findings from an ethnographic study conducted at a Danish vocational school illustrate that students and teachers in some cases attribute negative qualities to school-based vocational training, whilst, in other cases, they find it difficult to define the boundaries between school and work, thus questioning the relevance and organisation of school-based vocational training in supporting students' boundary crossing between school and work. It is therefore argued that boundaries between school and work practices do not exist per se. Instead, more attention needs to be directed to the negotiations in which particular boundary connections between school and work practices are developed. This may have important consequences for the preparing of students for apprenticeship.

Joint work among academic staff is important for solving the ever-increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic staff members in science departments of three universities. Results show positive associations between academic staff involvement and all openness-to-diversity variables (openness to informational, linguistic, value and visible diversity). Shared language had a positive effect on openness to surface level types of diversity (linguistic and visible) but no effect on openness to deep-level types of diversity (informational and value). (Contains 3 tables and 2 figures.)

In educational settings, substantial scholarly interest has focused on student engagement as an antecedent for educational development and positive school outcomes. Very limited research, however, has focused on the engagement of academic staff members. This may be a crucial oversight because engagement has been argued to lead to more satisfied, more productive and healthier staff. In this study, based on a sample consisting of 489 members of multicultural university departments, we set out to investigate the relationship between trust, conflict and academic staff engagement. More specifically we assessed the effect of group trust, group relational conflict and group task conflict on indicators of behavioural, cognitive and emotional engagement. Our findings show a strong positive association between group trust and all academic staff engagement variables as well as a strong negative association between group relational conflict and all staff engagement variables. Task conflict was negatively associated with indicators of staff cognitive engagement. However, surprisingly, group trust did not have any moderating effect. Implications for educational organisation managers and policy makers are discussed in detail. (Contains 3 tables.)

In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well as goals related to the perceived future work settings. The misrecognition of the students' perception of engagement had direct negative consequences for student performance and school attachment. The implications of the findings are discussed in detail. (Contains 1 table.)

Background: Studies of absence in educational settings have primarily been concerned with the causes for and results of student absence. However, recent research has argued that distinguishing between different forms of absence could be important. In consequence, studying the way in which different forms of absence are interrelated provides important novel insights into student absence behaviour. Purpose: The purpose of this exploratory study is to examine the concept of absence and the way absence behaviour is developed. This may help to provide a basis for further research on how and when absence is best prevented. Sample: Fieldwork was conducted at a vocational school containing 850 students. In this particular study, 24 student interviews were used in combination with interviews from four teachers and three school managers. Design and methods: The study is an ethnographic case study of a single school conducted over a continuous six-month period. It used participant observation followed by semi-structured interviews and school documents. Results: Findings suggest that student absence consists of interrelated forms of absence behaviour that have specific consequences for student performance. It is helpful to describe these findings using theoretical frameworks from sociology and psychology: specifically, spill-over theory and symbolic capital theory. Conclusions: This study has demonstrated how different forms of absence become dynamically interrelated through ongoing negotiations in the social practice of students, teachers and school managers. Evaluations of both absence "from" class and absence "in" class are important for understanding how absence behaviour can be identified and prevented.

The design of health information technology (HIT) requires balancing standardization and local adjustment. Preliminary study findings show that interactions between stakeholder shared attention and HIT translational ‘boundary object’ features ensure that HIT serves diverse stakeholders’ purposes and needs. This can support subsequent implementation and patient safety. [ABSTRACT FROM AUTHOR]