Clinicians’ informal acquisition of accounting literacy at the UK Clinical Commissioning Group

This paper discusses how clinicians acquire accounting literacy informally by working alongside accountants, highlighting how participation in different activities situated within specific contexts fosters informal learning. The study employs situated learning theory to explore the learning processes and opportunities that emanated from the creation of the Clinical Commissioning Group (CCG). The findings of the study demonstrate the extent to which participation in different work activities contributes to clinicians’ learning and engagement.