Internationally innovation is high on the agenda of different actors in government, businesses, universities and civil society due to broad changes such as globalization and the growing importance of internet and communication technologies (OECD 2015). Innovations at the workplace secure the sustainable development and welfare of a region. A positive innovation climate within enterprises is characterized by the willingness to take entrepreneurial risks, open and tolerant employees, a positive attitude towards women as well as science and technology and trust in employees ability to be innovative (Marxt et al., 2009). Shared group identities and values (Wieland, 2004) as well as flexibility in the organization of work need to be shaped. While routine work will be reduced, skills and competences related to observation, process management, transfer- and problem solving abilities as well as creativity are becoming more important (Dreher et al., 2015; Limacher, 2010). In addition individuals need to be able to steer their own learning, which requires a high amount of responsibility and discipline. Modern enterprises need to accommodate work and learning with new technologies and ensure that their workforce significantly contributes to innovation. This calls for a new learning culture and a new organization of apprenticeships in which apprentices can grow into.

This study focuses on how learners in initial and continuing vocational education and training can get the required skills to complete today’s vocational tasks. A (holistic) completion of vocational tasks according to Rauner (2017) requires adequate presentation, functionality, efficiency, sustainability, work- and process- knowledge, environmental compatibility, social acceptability and creativity, which need to be trained in VET.

The case study focuses on the training within a large Swiss telecommunication enterprise and comprises participatory observation, narrative interviews with managers responsible for VET, coaches, workers collaborating with apprentices and apprentices. It provides knowledge and insights about attitudes, values and practices which characterize and shape a learning culture. Particular emphasis will be on the ways in which apprentices gradually grow into roles with responsibilities, participate in shaping culture, services and products and develop high problem solving skills. Guiding research questions are: Which factors are relevant for shaping a new learning culture in enterprises? How do these factors work together? How does formal and informal learning take place in this context? How do apprentices perceive the new learning culture within the enterprise?

Data are currently collected and analysed in a Swiss enterprise.

Dreher, R., Jenewein, K., Neustock, U., & Schwenger, U. (2015). Wandel der technischen Berufsbildung. Bielefeld: Bertelsmann Verlag. Limacher, J. (2010). ICT-Berufsbildung Schweiz – Qualitative Berufsfeldanalyse. Schlussbericht. Zürich: Frey Akademie AG. Marc, M., Strumsky, D. & Fleming L. (2009). Mobility, skills and the Michigan non-compete Experiment. Management Science 55(6), 875-889. OECD (2015). Students use of ICT outside of school. Rauner, F. (2017). Grundlagen beruflicher Bildung. Bielefeld: Bertelsmann. Wieland, T. (2004). Innovationskultur: Theoretische und empirische Annäherungen an den Begriff. Munich: Münchner Zentrum für Wissenschafts- und Technikgeschichte.