{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,7]],"date-time":"2026-02-07T16:24:05Z","timestamp":1770481445839,"version":"3.49.0"},"reference-count":27,"publisher":"Emerald","issue":"5","license":[{"start":{"date-parts":[[2007,9,18]],"date-time":"2007-09-18T00:00:00Z","timestamp":1190073600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2007,9,18]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p><jats:italic>The purpose of this paper is to present results of a four\u2010year qualitative research project on the dynamics of skill development strategies in e\u2010learning workplace environments.<\/jats:italic><\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p><jats:italic>A potential knowledge city, Greater Manchester relies on its human (individual and collective) capitals, put to work in knowledge engines such as its universities. Such context has become a complex and uncharted territory for research. Research analysis within knowledge\u2010based higher education territory clearly demands knowledge\u2010based tools. Therefore, the research behind this paper has adopted Carrillo's generic system of capitals, an integrative KM3 taxonomy. Such framework has been instrumental in identifying contextual aspects, drivers and rooted strategies of k\u2010facilitators' adaptation to emergent learning environments.<\/jats:italic><\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p><jats:italic>The grounded model reported here further conceptualised how Mancunian e\u2010learning practitioners seemingly follow an embedded process of adaptation. Practitioners actually develop strategies to adapting in emerging learning spaces while they adapt to swiftly changing conditions in their workplace environments. The skill developments facilitators undertake seemingly allow them to link and connect to learning spaces, as well as to the existing university social systems and networks of learning. Those systems and networks are integrated to the city's knowledge capitals, and beyond.<\/jats:italic><\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p><jats:italic>By exploring Greater Manchester (UK) universities' e\u2010learning strategies, this paper contributes to KM theoretical understanding of how facilitators develop their knowledge\u2010based skills in emergent higher education learning spaces.<\/jats:italic><\/jats:p><\/jats:sec>","DOI":"10.1108\/13673270710819771","type":"journal-article","created":{"date-parts":[[2007,9,15]],"date-time":"2007-09-15T07:04:35Z","timestamp":1189839875000},"page":"18-30","source":"Crossref","is-referenced-by-count":19,"title":["Working and learning in a knowledge city: a multilevel development framework for knowledge workers"],"prefix":"10.1108","volume":"11","author":[{"given":"Blanca C.","family":"Garcia","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"key":"key2022020520463242000_b1","doi-asserted-by":"crossref","unstructured":"Carrillo, F.J. 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