European Research in Learning and Work
  Directory of Doctoral Dissertations
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> Introduction
> Directory: Dissertations
   (arranged by author)
> Index: Countries
> Overview: Themes


Thematic overview of doctoral dissertations

The doctoral dissertations are arranged according to five thematic areas, covering the spectrum of learning and work, with a focus on HRD and VET. For each dissertation, only the most relevant area has been chosen, irrespective of overlaps with other areas. Dissertations on a European/ transnational subject are marked by [Eu].

The overview below includes, for each dissertation, the English version of the subject, followed by author's name and country. Full details of the dissertation concerned can be looked up in the Directory under the author's name. 

A - C
D - F
G - I
J - L
M - O
P - S
T - Z
Education - Higher education - Adult education (each incl. vocational component) Top of the page
  • Adult education in Croatia - globalisation, Europeanisation, modernisation (Pavkov, Marija 2009 AT)
  • Career maturity and career decision making of culturally different adolescents (Drosos, Nikos 2012 GR)
  • Communication skills: Cross learning with behaviour and speech (Ramsamy-Prat, Padma 2014 FR)
  • Crisis education: Aspects of life-long learning in the initial and follow-on training of crisis intervention assistants (Roth, Sebastian 2007 AT)
  • Discipline-specific or academic? Acquisition, role and value of higher education competencies (Meng, Christoph 2006 NL)
  • Entrepreneurial activities as career goal: Development and evaluation of a life-skills based training programme for adolescents (Schröder, Elke 2005 DE)
  • Expectancy-value based achievement motivations and their role in student learning (an investigation among businessand economics students in the context of vocational subjects) (Tempelaar, Dirk T. 2007 NL)
  • Genesis, requirements and conditions of pedagogical professionalism of teachers (Sauer, Susanne 2014 DE)
  • Higher education: The curriculum success of business administration education programs (Bijker, Monique M. 2012 NL)
  • Human rights education in upper secondary school (incl. vocational subjects) (Matilainen, Mia 2011 FI)
  • Intercultural learning and hybridity in the culture laboratory (a study on workforce preparation for immigrants) (Teräs, Marianne 2007 FI)
  • Learning as thinking up, to introduce the concept of insension (Delacour, Gérard 2010 FR)
  • Learning strategies, students' characteristics and their perceptions of the learning environment (an integrated study among business students) (Nijhuis, Jan 2006 NL)
  • Organisational culture and the activity of networks: An empirical analysis on the role of organizational culture and resistance in cooperations in adult education (Franz, Melanie 2013 DE)
  • Possibilities of the implementation of the system of the recognition of the non-formal and informal learning in CR (Cihakova, Hana 2010 CZ) Recognition of non-formal and informal learning for persons with low formal qualifications in Austria (Prokopp, Monika 2009 AT)
  • Recognition of prior learning of highly-skilled immigrants (Scholten, Astrid 2007 NL)
  • The impact of massification of the higher education sector on the idea of a degree in the UK (Knight, Elizabeth 2017 AU)
  • The situatedness of learning: A phenomenographical study of the personal and professional learning of post and undergraduate students (Joy-Matthews, Jennifer 2004 UK)
  • Toward connectivity: Internships of Finnish universities of applied sciences  (Virolainen, Maarit 2014 FI)
  • Understanding conceptions of professional responsibility (Solbrekke, Tone Dyrdal 2007 NO)
  • Work-based learning programmes within English universities: A study of government policy and practice (Smith, Paul 2008 UK)
Human resource development in organisations - Human resource management - Knowledge management Top of the page
  • A practical study on self awareness for deliberate self care for coaches (Keep, Jane 2011 UK)
  • Adult education in one-person-company (Hödl, Alexandra 2011/12 AT)
  • Bridging the ethical gap between organisational expectations and personal behaviour (Horsted, Keith 2005 UK)
  • Competence development for realizing and maintaining corporate social responsibility and sustainability (Osagie, Eghe 2011 NL)
  • Co-operation for learning in small and medium-sized enterprises (SME): A perspective for business and economics education (Weil, Markus 2006 CH)
  • Culture of An Garda Sicochana: Ascertaining the underlying views and opinions of members of An Garda Siochana on a range of occupational attributes that depict the organisational culture (Finnegan, Mary T. 2005 UK)
  • Emotional intelligence: A study of managers in Bahrain (Ebrahim, Suhaila 2006 UK)
  • Entrepreneurship as developmental outcome: The entrepreneurial process and the life span perspective of human development (Obschonka, Martin 2011 DE)
  • Evaluating transfer of training for managers of the Public Administration of Catalonia: Creation, implementation and analysis of a model for training transfer evaluation (Moreno, Victoria 2009 ES)
  • Explaining managers' participation in career-focused learning and development (Carbery, Ronan 2010 IE)
  • Feedback cultures in organisations (Kahmann, Katrin 2009 DE)
  • Following the parents’ footsteps: Distal and proximal antecedents of succession intentions among adolescent family business offspring (Arnaud, Nicolas 2011 DE)
  • Het bevorderen van betrokkenheid van wetenschappelijk personeel bij het onderwijs (Daudt, Joanna 2003 NL)
  • Human resource development as pedagogical practice (Sausele-Bayer, Ines 2010 DE)
  • Induction in enterprises: Comparative case studies of the induction period of job entrants ad an intermediate skill level (Geiben, Marthe 2013 DE)
  • Innovative work behaviour: Investigating the nature and facilitation of vocational teachers’ contributions to innovation development (Messmann, Gerhard 2012 DE)
  • Is trust the key factor in contributing to distributed leadership in self-directed teams? (Meade, Chitra 2011 UK)
  • Knowledge productivity: Designing and testing a method to diagnose knowledge productivity and plan for enhancement (Stam, Christiaan D. 2007 NL)
  • Learning challenges of NGOs in development: Co-operation of Finnish NGOs in Morogoro, Tanzania (Kontinen, Tiina 2007 FI)
  • Life long learning in Chinese firms (Yao, Meiyi Dilin 2008 NL)
  • Linking social capital to knowledge productivity: An explorative study on the relationship between social capital and learning in knowledge productive networks (Jong, Tjip de 2010 NL)
  • Management development in the UK hospitality industry (Watson, Sandra 2006 UK)
  • Managing adaptive learning from the middle (Paulsen, Jan Merok 2008 NO)
  • People management to stimulate networking: A study in the food industry (Jolink, Marc 2010 NL)
  • Talent management as a key driver for employees’ performance (the impact of talent management on employees’ performance - the case of Lebanon) (Chami Malaeb, Rola 2011 FR)
  • Team learning behaviour, team mental model, shared vision and innovative behaviour in diverse consulting teams (Rupprecht, Maria 2011 DE)
  • Team learning, role stress and performance in project teams (Savelsbergh, Chantal 2010 NL)
  • The corporate curriculum: An inventory of working/learning conditions in organizations of public health and wellfare in the Netherlands (Lakerveld, Jaap van 2005 NL)
  • The evolution of business knowledge in small manufacturing firms (Macpherson, Allan 2006 UK)
  • The leader as a facilitator of learning at work: A study of learning-oriented leadership in two industrial firms (Wallo, Andreas 2008 SE)
  • The relationship between intragroup conflict, team size, and work group effectiveness (Hjertø, Kjell B. 2006 NO)
  • The role of age in work team settings (Gellert, Franz Josef 2010 NL)
  • The sixth sense in professional development: A study on the role of personality, attitudes and feedback concerning professional development (Hensel, Rainer 2010 NL)
  • Towards employee-driven HRD: An empirical study on the characteristics of management and employee-driven HRD (Waals, Jos van der 2001 NL)
  • Towards radical Innovation in knowledge intensive service firms (Poucke, Anna van 2005 NL)
  • Understanding designers, designing for understanding: Collaborative learning and shared understanding in video-based communication (Mulder, Ingrid 2004 NL)
Human resource development related to the labour market Top of the page
  • Continuous vocational training and labour market transitions: Longitudinal study of occupational mobility and training policies (Durand, Johanna 200X FR)
  • Cooperative educational arrangements between inclusion and exclusion: An empirical analysis on how cooperative educational arrangements contribute to the inclusion of low skilled people (Hertel, Stefanie 2013 DE)2013- Quesada,Carla - ES - Pineda, Pilar (Quesada, Carla 2012 ES)
  • Factors involved in women's atypical career choice: A comparative study of women in East and West Germany before and after reunification (Christmas, Verona 2002 UK)
  • Social background, educational attainment, and labour market integration: An exploration of underlying processes and dynamics (Büchner, Charlotte 2011 NL)
  • Vocational competencies - social skills: Comparison of vocational and social re-integration schemes in Germany and the UK (Petersen, Wiebke 2006 DE)
  • Vocational teacher education (Duch, Henriette 2017 DK))
  • Vocational qualification in adult age: The meaning and effect of education to the low-skilled (Laukkanen, Hanne 200X FI)
Vocational education (initial and/or continuing) Top of the page
  • Apprenticeship courses in Portugal in the scope of European Vocational Education and Training (Doroftei, Alexandra 2019 PT)
  • Can vocational education be a basis for environmentally responsible behaviour in vocational contexts? : Which initial conditions and which pedagogical programs are needed and what could be their effects in Burkina Faso? (Bokoum, Djibril 2010/2011 DE)
  • Career conversations in senior secondary vocational education (Mittendorff, Kariene 2010 NL)
  • Competence diagnostics in initial vocational training: Modelling and development of a diagnostic tool for professional competences in the occupation Bank Clerk (Tschöpe, Tanja 2014 DE)
  • Continuing professional development of nurses (Pool, Inge 2015 NL)
  • Cooperative educational arrangements between science and economy: Cooperation forms and their impact on educational formats and curricula in the field of continuing education at university level (Zink, Franziska 2013 DE)
  • Design and validation of tools for assessing the contribution of vocational and educational guidance systems to equity in education (Sánchez Santamaría, José 2011 ES)
  • Designing teacher competencies in information and communication technologies (Sabaliauskas, Tomas 2006 LT)
  • Effects of dualized pathways in professional colleges (Reenalda, Marloes 2011 NL)
  • Empirical investigations of costs and benefits of vocational education and training (Pfeifer, Harald Ulrich 2013 NL)
  • Entrepreneurship education and academic innovation in VET using the example of a Swiss vocational school - a pilot (Jäger, Désirée Anja 2014 CH)
  • Environmental education and vocational training for employment: Integration of environmental awareness (Martinez Villar , Alberto 2011 ES)
  • Evaluation and assessment practices in Danish VET colleges (Friche, Nanna 2010 DK)
  • Faculty development as capital: A qualitative study within vocational education and training at a Canadian post-secondary polytechnic (Loblaw, Timothy J. 2013 UK)
  • Freedoms and oppressions in vocational education and training: A human development analysis of experiences and life-plans of young people in Spain in the aftermath of the 2008 financial crisis (López Fogués, Aurora 2014 UK)
  • From higher education to professional practice: A comparative study of physicians' and engineers' learning and competence use (Nilsson, Staffan 2007 SE)
  • Guiding category: Social competence. A system-theoretical analysis of job-related complexity and its implications (Neubert, Andreas 2009 DE)
  • Impact evaluation of a job-training programme for disadvantaged youth: The case of Projoven (Espinoza Pena, Henry 2011 NL)
  • Informal learning in the professional practice of adult and continuing education (Müller, Christina 2011 DE)
  • [Eu] Innovation in European vocational education and training: A comparative study of networked learning in England, Finland and Germany (Heikkilä, Eila 2011 UK)
  • [Eu] International mobility in initial vocational education and training (Krichewsky, Léna 2015 DE)
  • [Eu] Learner biographies: Identity and apprenticeship in England and Germany (Brockmann, Michaela 2012 UK)
  • Learning conditions in basic and advanced vocational trainings for older participants using the example of the metal industries (Rocha, Karin da 2010 AT)
  • Perceived sources of self-efficacy beliefs in career counseling trainees: A mixed methods research (Kaliris, Andronikos 2017 GR)
  • Policies and training practices in large companies: Current situation and future perspectives (Bernardes, Alda 2011 PT)
  • Portfolio-use in vocational education: Helping students to direct their learning (Kicken, Wendy 2008 NL)
  • [Eu] Pre-vocational education in Germany, France and Great Britain. An international comparative case study on the prescribed and enacted curriculum (Berger, Susanne 2014 DE)
  • Professional training for educational and vocational guidance practitioners in Austrian adult education: Basic competencies (Havlik, Margit Maria 2011 AT)
  • Professionalism of teachers ( Kempka, Franziska 2016 DE)
  • Promoting and impeding factors influencing the extent to which competence-based education has been realized in secondary vocational education programs (Sturing, Lidwien 2012 NL)
  • Skill formation regimes in South Asia: A comparative study on the path-dependent development of technical and vocational education and training for the garment industry (Maurer, Markus 2011 CH)
  • [Eu] Taking the Copenhagen process apart: Critical readings of European vocational education and training policy (Cort, Pia 2012 DE)
  • The construction industry and vocational education and training (Holborough, Aletha 2012 UK)
  • The evaluation of training with particular reference to training strategy and learning style (Morgan, Arthur 2006 UK)
  • Transition from school to work in the context of the Swiss dual VET: Professional socialization and verbal interactions (Duc, Barbara 2011 CH)
  • Turning from craftsman to trainer: An empirical study and theoretical framework for researching trainers' pedagogical self concepts (Burchert, Joanna 2014 DE)
  • VET Certificate and integration into labour market (Kammermann, Marlise 2015 CH)
  • Vocational teachers’ professional agency in the stream of change [o] (Vähäsantanen, Katja 2013 FI)
  • [Eu] Work and vocational training of ICT practitioners by European comparison: New approaches of work process oriented qualifications and Curriculum research as an analysis and desgin instrument for a generic 'ICT skills and qualifications framework' (Wehmeyer, Carsten 2007 DE)
  • Working with competencies: Toward an instrument for identification of competencies for VET (Toolsema, Bert 2003 NL)
Work and learning (related to HRD/VET) Top of the page
  • Accreditation of prior learning experience: Individuals' decisions-making process and paths throughout the French process (Lecourt, Anne-Juliette 2011 FR)
  • Assessing the work environment for creativity: A proposed new instrument (Ensor, John Glyn 2004 UK)
  • Boundaries in action: An activity-theoretical study of development, learning and change in health care for patients with multiple and chronic illnesses (Kerosuo, Hannele 2006 FI)
  • Blurring boundaries: An investigation into the ways virtual working impacts on team communication processes (Sacks, Ruth 2007 UK)
  • Critical reflection at work: Bridging individual and organisational learning (Woerkom, Marianne van 2003 NL)
  • Critical transition from developers to users: Activity-theoretical studies of interaction and learning in the innovation process (Hasu, Mervi 2001 FI)
  • Evidence-based design of workplace learning (Blokhuis, Franck 2006 NL)
  • From a group of friends to a business enterprise: Disturbances of production and learning in a rapidly changing company (Koistinen, Kirsi 2007 FI)
  • How was it at work? Affective aspects of on-the-job learning (Nyyssölä, Niina 200X FI)
  • Informal learning activities at the workplace in elder care nursing (Leicher, Veronika 2016 DE)
  • [Eu] Informal learning in the learning cultures of companies: An intercultural comparison (Egetenmeyer, Regina 2008 DE)
  • Integrating apprenticeship training in learning organisations (Stöger, Eduard 2007 NL)
  • Learning across the levels: Challenges of collaboration in a small-firm network (Toiviainen, Hanna 2003 FI)
  • Learning at the margin: A longitudinal study on a textile factory's blue-collar workers (Mäkinen, Sirpa 2005 FI)
  • Learning at work - a study on contextual factors influencing software developers' learning activities (Ketterl, Katrin 2014 DE)
  • Learning challenges in organic vegetable farming: An activity theoretical study of on-farm practices (Seppänen, Laura 2004 FI)
  • Learning from errors in the workplace (Bauer, Johannes 2008 DE)
  • Learning in and for production: An activity-theoretical study of the historical development of distributed systems of generalizing (Pihlaja, Juha 2005 FI)
  • Learning in work and organisational changes - ethnographical voyage of discovery to learning at work (Tikkamäki, Kati 2006 FI)
  • Learning to innovate: A series of studies to explore and enable learning in innovation practices (Verdonschot, Suzanne 2009 NL)
  • Learning to work together: Collaboration between authorities in economic-crime investigation (Puonti, Anne 2004 FI)
  • Minds in teams: The influence of social and cognitive factors on team learning (Bossche, Piet van den 2006 NL)
  • Modelling of learning network organisation (Bukantaite, Daiva 2005 LT)
  • Multidisciplined individuals: Defining the genre (Rogers; Jacqui 2010 UK)
  • Older workers and learning in industrial activities: When objects and personal senses matter (Migliore, M. Cristina 2011 UK)
  • Older workers' workplace learning (Luger, Birgit 2014 DE)
  • On-the-job learning styles: Conceptualisation and instrument development for the nursing profession (Berings, Marjolein 2006 NL)
  • Processes and products of team learning in professional complex decision making teams (Neumann, Wilfried 2015 DE)
  • Reciprocal development of the object and subject of learning: The renewal of the learning practices of front-line communities in a telecommunications company as part of the techno-economical paradigm change (Ahonen, Heli 2008 FI)
  • Students’ workplace learning in Finnish Vocational Education and Training  (Virtanen, Anne 2013 FI)
  • Technology enhanced learning in the workplace - the importance of trust between trainer and students and among students (Short, Heather 2015 UK)
  • The influence of priming instruments and MCII (mental contrasting with implementation intentions) on workplace learning of VET students (Bakker, Jantiene 2014 NL)
  • The influence of learning environment on transfer of advanced training into daily work (Fisch, Karina 2015 DE)
  • The networks of learning in technological innovation: The emergence of collaboration across fields of expertise (Lehenkari, Janne 2006 FI)
  • The operational potentialities of comprehensive competences of older workers (Jana-Tröller, Melanie 2008 DE)
  • The pulse of change in research work: A study of learning and development in a research group (Saari, Eveliina 2003 FI)
  • Transcending "the impossible": From dead end to expansive learning (Kantola, Tarja 2010 FI)
  • Vocational skills formation in communities of practice: Experiences from primary school and the informal economy in Tanzania (Höjlund, Gunilla 2006 SE)
  • Work-based learning - a blend of pedagogy and technology (Margaryan, Anoush 2006 NL)
  • Workplace learning processes in senior secondary vocational education (Poortman, Cindy 2007 NL)
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