Researching Situated Learning
基于情境学习理论构建概念框架，通过管理咨询顾问的实证研究，揭示学习如何被公司和个体共同调节，并指出“学习失败”可能是顾问构建自我认同的结果。
Situated learning theory has emerged as a radical alternative to conventional cognitivist theories of knowledge and learning, emphasizing the relational and structural aspects of learning as well as the dynamics of identity construction. However, although many researchers have embraced the theoretical strengths of this perspective, methodological and operational issues remain undeveloped in the literature. This article seeks to address these deficiencies by developing a conceptual framework informed by situated learning theory and by investigating the methodological implications. The framework is applied in the context of an empirical study of how management consultants learn the practices and identities appropriate to client—consultant projects. By presenting two vignettes and interpreting them using the conceptual framework, we show how learning is regulated by the consulting firm as well as individuals themselves, and that, paradoxically, `failure to learn' may be an outcome of consultants' efforts to construct a coherent sense of self.