The Paradox in Open Learning at Work

This article identifies a central paradox in “open learning” – that in a commercial context its “openness”, seen from instrumental and prescriptive perspectives, will be restricted. The authors suggest that the effective implementation of open learning in work organisations requires the kind of planning, co‐ordination and structure which so reduces learner empowerment that “differentiated training” becomes a more appropriate term. The authors consider the practical implications of their findings.