Constructing learning spaces – knowledge development in work-based learning

Lafton, Tove; Furu, Ann-Christin

doi:10.1108/heswbl-07-2017-0039

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…Since the European Union proposed the Bologna declaration in 1999, its member countries have actively reinforced highereducation quality and stipulated that university education should last no less than 3 years and be closely tied with the labor market. Internships have been incorporated in core education to strengthen student employability, mobility and international competitiveness (Lafton and Furu, 2019;Mengistu and Mahesh, 2019;Okolie et al, 2019;Rodney et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Similar to the efforts by Stanford University to strengthen ties between education and practice through educational transformation, internships are learning activities designed for students to apply theoretical knowledge to workplace practices (Huang and Lin, 2010;Kapareliotis et al, 2019;Lafton and Furu, 2019;Mengistu and Mahesh, 2019;Okolie et al, 2019). This allows students to understand their job abilities and explore potential career paths, thereby smoothly transitioning from school life to the workplace (Coco, 2000;QAA, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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Industry instructors' perspective on internship implementation strategy

Lan

2020

HESWBL

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PurposeThe perspectives of industry instructors from a case enterprise were adopted to analyze various contexts of internship implementation and to examine feasible strategies for incorporating internships in the human resource development process.Design/methodology/approachA Taiwanese enterprise stationed in China was selected for case study. This study focused on the 2019 summer internship program. Interviews were conducted with 23 industry instructors.Findings(1) Units should effectively employ interns by guiding them to learn by doing tasks. (2) Provide training and assign personal industry instructors to guide interns in learning by doing, thereby establishing workplace relationships in advance. (3) High-level leaders and senior managers must pay close attention to internship results and inspire industry instructors and interns to perform internship tasks. (4) Managers of internship units must participate in interviews to select potential employees that satisfy unit requirements. (5) Opportunities for university teachers to interact with enterprises and recommend interested students who learn knowledge, skills, abilities and other characteristics (KSAOs) that fulfill enterprise requirements should be increased.Practical implicationsEnterprises must systematically plan internship tasks, recruitment and selection, as well as practices and reports if they wish to employ interns as potential human resource.Originality/valueThis study used the practical perspectives of industry instructors to establish the contexts and strategies of intern training for human resource development. The results of this study are expected to provide a reference for enterprises in planning internship workplaces and increase their willingness to employ interns.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Industry instructors' perspective on internship implementation strategy

Lan

2020

HESWBL

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“…Critical factors of the work-based learning in Norway, China, Finland, and Sweden coincide with students' participation in the communities of practices (Lafton & Furu, 2019), real-work situations focusing on the knowledge of real experiences (Zhang, Yin, David, Xiong, & Niu, 2016), and learning challenges to study, share and organize duties independently (Nevalainen, Lunkka & Suhonen, 2018). In response to the cultural inheritance, work-based learning is likely to expand cultural contexts of learning in real situations deplete with workplace demands (Österlind, 2018).…”

Section: Features That Describe Work-based Learning Around the Worldmentioning

confidence: 99%

“…The development of culture (Ferrández-Berrueco, Kekale, & Devins, 2016) is an integral part of work-based learning. Besides, critical thinking is based on socio-cultural contexts, communities of practices, interaction and communication (Laksov & Tomson, 2017), engagement (Lafton & Furu, 2019;Niesche, 2018;Green, 2018), and challenges (Niesche, 2018;Algers, Lindström & Svensson, 2016;Nevalainen, Lunkka & Suhonen, 2018), as evidenced in the following table.…”

Section: Relationships Between Work-based Learning and Educational Leadership In Global Higher Educationmentioning

confidence: 99%

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Sudirman¹,

Gemilang²

2020

IJLTER

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This study outlines the contributions of work-based knowledge to the praxis of educational leadership in higher education. The research method is mainly concerned with a systematic review of literature that maps out relevant published articles on work-based learning and educational leadership using research guidelines namely 1) eligibility criteria, 2) data selection processes, and 3) data analysis. The results show that work-based learning has been touted as a pathway to learning transformation, participation in real-work situations, learning challenges and cultural contexts. More importantly, the appreciation of cultural values provides fertile ground for collaboration and lifelong learning in communities of practices and related organizations. Other componential parts of work-based learning potentials have influenced students to promote learning quality, authentic experiences, technology-enhanced knowledge, and work flexibility. Educational leadership has emerged as a means of leadership formation that highlights leadership emancipation and gender justice, role models [qudwa hasana] in Islamic guidance, and leadership roles including affective qualities and mentoring, problemsolving and knowledge creation. Both work-based learning and educational leadership correlate to each other in terms of some conditions namely collaboration, cultural context, engagement, and learning flexibility.

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“…ENSYSTRA project can be considered a living laboratory. Following Bruno Latour´s (2005) analogy, laboratories are learning networks, where the learning goal of the participants is developed through the engagement of human and nonhuman actors that exchange and translate knowledge (Lafton & Furu, 2019). From this perspective, humans and non-human elements conform to the ENSYSTRA project.…”

Section: Thinking the Present: Interdisciplinary Practices In The Ene...mentioning

confidence: 99%

Unprecedented Times: Understanding Actors’ Narratives for Sustainable Energy Transitions

Godoy¹

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Constructing learning spaces – knowledge development in work-based learning

Cited by 5 publications

References 19 publications

Industry instructors' perspective on internship implementation strategy

Industry instructors' perspective on internship implementation strategy

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Unprecedented Times: Understanding Actors’ Narratives for Sustainable Energy Transitions

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