The work environment is one environment we can all relate to and we have all had experiences that we might desrcibe as being immersive. Points of transition for example entry and admission into an organisation or comunity of practice or when moving from one professional role to another, are important sites for immersion, as are intensive, time constrained problems and challenges that emerge through the work process. But the nature and demands of immersion will vary from one professional context to another.
 
Professor Michael Eraut's paper
focuses on the experiences of three professional groups during their first three years of employment: accountants, engineers and nurses. Ninety early career men and women from these professions participated in a Sussex/Brighton research project which followed their learning over a three year period. Four visits were made to each participant to observe them at work, interview them afterwards and have short, opportunistic discussions with significant others in their workplace.
 
The paper considers what immersion might mean in the particular contexts where participants were working, it describes some of their immersive experiences, before finally addressing what might be done to enhance the learning that occurred or failed to occur. The paper offers pointers to the ways in which higher education might create conditions for immersive experiences.
 

 


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