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- Arkenback-Sundström, Charlotte, 1962
(författare)
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A Postdigital Perspective on Service Work: Salespeople’s Service Encounters in the Connected Store
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4, s. 422-446
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Tidskriftsartikel (refereegranskat)abstract
- Covid-19 has disrupted global markets, accelerated the digital transformation of frontline service, and changed how service organisations, frontline service employees, and consumers interact. This article explores how digitalisation is changing retail service work from a postdigital perspective. The article draws on an ethnography of salespeople’s service encounters in speciality chain stores between July 2015 and August 2021. Using a practice theory framework (the theory of practice architectures), the article explores what conditions form salespeople’s service encounters in connected stores and how retail organisations’ digitalisation of frontline service changes salespeople’s practice of service encounters. The contributions of this article to the ongoing debate over the digitalisation of service work are twofold. On the theoretical plane, the article provides an alternative framework to labour process theory for exploring and describing service work organised around digital technologies. Secondly, it uncovers the conditions that are changing salespeople’s practice of service encounters, along with attributes associated with service work and emotional labour skills. The research shows that the connected service encounter is characterised by postdigital dialogue that involves new roles and skills in frontline service work. Overall, the findings contribute to a better understanding of how digitalisation changes action and interaction in service encounters from an employee perspective.
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| 2. |
- Arkenback-Sundström, Charlotte, 1962
(författare)
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Arbetsplatsförlagt lärande i Kassan – att tillägna sig en digitaliserad yrkespraktik
- 2019
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Ingår i: Att utveckla utbildningspraktiker - Analys, förståelse och förändring genom teorin om praktikarkitekturer. - Lund : Studentlitteratur AB. - 9789144132129 ; , s. 197-218
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Bokkapitel (refereegranskat)abstract
- Detta kapitel utforskar och beskriver arbetsplatsförlagt lärande (apl) i en digitaliserad yrkespraktik inom detaljhandeln, Kassan. Kassan som plats och praktik förändras när Varuhuset implementerar ett plattformsbaserat mobilt kassasystem (mPOS) med syftet att integrera det fysiska Varuhuset med e-Varuhuset. Teorin om praktikarkitekturer bidrar till att synliggöra mPOS roll och funktion som ”bibliotek”, ”assistent”, ”instruktör”, ”övervakare” och” kontrollant” i Kassan och lärandepraktiken. Analytiskt kan mPOS förstås som digitala interaktiva praktikarkitekturer som bildar Kassans ”stomme” och som integrerar Kassan med andra praktiker i och utanför Varuhuset. Det framkommer att majoriteten av aktiviteterna i Kassan involverar interaktion med mPOS, samtidigt som apl i Kassan fokuserar p. utveckling av arbetsmetoder, personligt bemötande och kundservice. Vidare framkommer att det är elevens ansvar att, med hjälp av mPOS, lära sig att använda mPOS för att slutföra köp, göra återköp, reklamationer, beställa varor och söka efter information i Kassan.
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| 4. |
- Arkenback-Sundström, Charlotte, 1962
(författare)
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TECHNOLOGY AND INFORMATION TECHNOLOGY IN WORK-BASED TRAINING OF SALESPERSONS - A RETROSPECTIVE STUDY OF RETAIL CHECKOUT TRAINING AND LEARNING
- 2019
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Ingår i: 13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019). - 9788409086191 ; , s. 6350-6360
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The increasing adoption of digital mobile devices, information technologies and robotic technologies at work is transforming the organization of work, thus leading to new vocations being established and established vocations and skills dramatically transformed if not disappearing. Digitalization of work challenges the relevance and content of traditional vocational educations, questioning the aim of education now and in the future. The knowledge about how digitalization and new technologies transform work is, however, still limited as are the consequences for informal learning and work-based training and learning (WBTL) in, for example, logistics, ports, and retail. This paper will address this knowledge gap by focusing on the transformation of WBTL in retail checkouts. The study aims to explore the role of technology in WBTL for salespersons over the past 100 years. Methodology: The study takes a practice-theoretical approach by viewing salespersons work and WBTL as social practices at the checkout. I have studied 45 public instructional videos retrieved from YouTube, complemented with information from related websites by using qualitative methods and ethical guidelines found in the field of online video research. The Theory of Practice Architectures [1] is used as a theoretical lens and analysis tool. Findings: Information technology at the checkout has been developed to: handle and account money, receipts, and payment forms; conduct calculations, and control salespersons' work. WBTL for working at the checkout focus on "soft" skills (customer service), and it is separated from the WBTL for operating the technology. CR and POS systems have transformed from being a 'Tool' for operating ring-up sales; to being an 'Instructor', 'Assistant' and 'Educator' in the digitalized mobile checkout (based on POS platforms). Implications: Implementation of mobile POS systems have significantly altered the competence profile of newbies and learners entering the service and retail sector that challenge the development of WBTL and vocational educations.
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| 5. |
- Arkenback-Sundström, Charlotte, 1962
(författare)
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What are we Educating Towards? Sales Assistants' Work in Digitalised Brick and Mortar Stores
- 2019
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Ingår i: Proceedings of the 12th annual International Conference of Education, Research and Innovation. Paper i ICERI2019 Proceedings.. - 9788409147557
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The increasing availability and use of the Internet, digital mobile technologies and software platforms are transforming social life and work. Within different industries, smartphones, handheld devices and cloud-based information management systems (IMS) are increasingly used as working tools for producing and mediating information; and to organise and streamline work. In this paper, I explore in what ways a vocation within the service sector changes in a connected workplace. The specific case is sales assistants working in brick-and-mortar (physical) stores transitioning to omnichannel commerce. Aiming at a holistic view, I take a practice-theoretical approach using the Theory of Practice Architectures as a theoretical lens and analysis tool. The study was conducted between 2015-2019 through a combination of ethnographical and qualitative online research methods. The theory of practice architectures has contributed to describe and visualise sales assistants’ work in connected checkout and customer meeting practices. Also, how brick-and-mortar stores’ transition to omnichannel commerce challenges and changes established practices and the work and competencies of sales assistants.
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| 6. |
- Arkenback-Sundström, Charlotte, 1962
(författare)
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Work-Based Learning in a Digitalised Retail Checkout Practice Through the Lens of the Theory of Practice Architectures
- 2019
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Ingår i: Vocational Education and Training Research, Vol. II. Proceedings of the European Conference on Educational Research (ECER) 2019, Vocational Education and Training Network (VETNET).
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Konferensbidrag (refereegranskat)abstract
- In this paper, I explore how work-based learning is enabled and constrained in retail stores using cloud-based platforms integrating the point of sale system with retail management systems. The context of the study is an adult retail apprenticeships program focusing work-based learning at the checkout. Among the results is that work-based learning in the digitalised checkout involves two supervisors – a personal and a digital – using different languages. The results of the study give some implications for the design of adult and vocational education increasingly situated in a world of internet networks, websites and mobile devices.
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| 9. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 10. |
- Kemmis, Stephen, et al.
(författare)
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Teaching as pedagogical praxis
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. Mahon, K., Edwards-Groves, C., Francisco, S., Kaukko, M., Kemmis, S., Petrie, K. (Eds.). - Singapore : Springer. - 9789811569258 - 9789811569289 - 9789811569265 ; , s. 85-116
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Bokkapitel (refereegranskat)abstract
- This chapter reports findings of research into the practice of teaching conducted by members of the Pedagogy, Education and Praxis The (PEP) international research network, much of it using the theory of practice architectures as an analytical framework. Examples of teaching practices are given across education sectors from early childhood education and care, to primary and secondary schooling, to vocational education and training, and university education, as well as from community education. The theory allows us to see different kinds of teaching practices as they unfold in intersubjective space (semantic space, physical space-time, and social space) to engage learners in different ways and to produce different kinds of opportunities for learning. Much of the research on teaching presented in this chapter used close interaction analysis to show how teaching practices unfold in synchrony with learning practices, to give new insights into the interconnected ways learning drives teaching while teaching (also) drives learning. The chapter also suggests that, in many cases, teachers' teaching and students' learning are jointly necessary parts of a combined pedagogical practice.
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