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Jenny Bimrose

Organization: University of Warwick
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Principal Research Fellow at IER

Current research interests include supporting career guidance practitioners in their use of labour market information in career guidance; developing practitioners’ capabilities in the use of ICT to support continuing professional development; decision-making styles and career trajectories of older workers and the implications for career guidance of women’s career development.

Project manager for both the National Guidance Research Forum website ( and the European Guidance and Counselling Research Forum website (




Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Schmidt, Andreas, Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Bradley, Claire, Kunzmann, Christine, Mazarakis, Athanasios
Organisational Learning from the Perspective of Knowledge Maturing Activities
IEEE Transactions on Learning Technologies, vol. , no. 3, 2013, pp.

Abstract The level of similarity of knowledge work across occupations and industries allows for the design of supportive information and communication technology (ICT) that can be widely used. In a previous ethnographically-informed study, we identified activities that can be supported to increase knowledge maturing, conceptualized as goal-oriented learning on a collective level. The aim of this paper is to investigate the current state of support and success of these knowledge maturing activities and to contrast them with their perceived importance, in order to identify those which have the highest potential for being supported by ICT. Quantitative and qualitative data were collected through telephone interviews with representatives from 126 organizations throughout Europe in a sample stratified according to size, sector and knowledge-intensity. The activities that appear to be most promising are ‘reflecting on and refining work practices and processes’, ‘finding people with particular knowledge or expertise’, as well as ‘assessing, verifying and rating information’. Rich empirical material about how these activities are performed and also the issues that emerged and need to be managed were collected. Three clusters of organizations were identified: best performing organizations, people- and awareness-oriented organizations and hesitant formalists. It was found that a balanced knowledge strategy that leaned towards personalization outperformed a codification strategy.


Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Barnes, Sally-Anne, Bimrose, Jenny, Bradley, Claire, Brown, Alan, Kunzmann, Christine, Mazarakis, Athanasios, Schmidt, Andreas
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.


Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Feldkamp, Daniela, Kaschig, Andreas, Kunzmann, Christine, Maier, Ronald, Nelkner, Tobias, Sandow, Alexander, Thalmann, Stefan
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

Weber, Nicolas, Schoefegger, Karin, Bimrose, Jenny, Ley, Tobias, Lindstaedt, Stefanie, Brown, Alan, Barnes, Sally-Anne
Knowledge Maturing in the Semantic MediaWiki: A design study in career guidance
In: Learning in the Synergy of Multiple Disciplines. Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009), Nice, France, 2009


Attwell, Graham, Bimrose, Jenny, Brown, Alan, Barnes, Sally-Anne
Maturing learning: Mash up Personal Learning Environments
In: Wild, Fridolin and Kalz, Marco and Palmér, Matthias (eds.): Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08) Maastricht, The Netherlands, September 17, 2008. In conjunction with the 3rd European Conference on Technology Enhanced Learning (EC-TEL'08), Maastricht School of Management, Maastricht, The Netherlands, September 18-19, 2008, CEUR Workshop Proceedings vol. 388, 2008

Abstract This paper provides an overview of the work of the Connexions Kent Guidance P.A.s and considers their needs in terms of knowledge maturing and development. It goes on to examine why a PLE could assist in this process and outlines the different functions of a PLE. Then a scenario is outlined illustrating the possible use of the PLE. Finally, a Mashup approach to developing the PLE is considered looking at the different possibilities for developing services for the P.A.s and developing and supporting a sustainable community of practice.

Ravenscroft, Andrew, Braun, Simone, Cook, John, Schmidt, Andreas, Bimrose, Jenny, Brown, Alan, Bradley, Claire
Ontologies, Dialogue and Knowledge Maturing: Towards a Mashup and Design Study
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maiaer, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract This paper proposes an initial design study to examine and test some of the key concepts and issues within a large-scale European research project that is exploring and aiming to realise learning as a process of knowledge maturing in the workplace. It will outline some of these concepts, based on a contemporary (or Web 2.0 driven) articulation of how ontologies can be acquired, externalised and exploited by a user-community and introduce a new role for learning dialogue - through developing work into „dialogue games‟. An initial scenario, or „thought experiment‟, is proposed that is grounded on currently available ontology development (SOBOLEO) and learning dialogue (InterLoc) web-technologies and how these could be integrated, or „mashed up‟, to improve the management, understanding and application of labour market information in the context of careers advice. Finally, we also consider the potential role of m-learning techniques and the implications about context that these give rise to.