Integration of theory and practice in higher education

Arnesson, Kerstin; Albinsson, Gunilla

doi:10.1016/j.ijer.2012.05.002

Cited by 9 publications

(15 citation statements)

References 11 publications

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“…This means that the questions that the student brings to the sponsor organizations should be discussed and transformed into concrete situations (cf. Arnesson & Albinsson, 2012). Having techne is, thus, being able to do something that departs from a real understanding of the principles that condition the practical implementation.…”

Section: The Learning Process Within Sagosmentioning

confidence: 99%

“…The context of the study is a mentor programme that was carried out at Blekinge Institute of Technology. The participants in the study were third-year students from the Programme in Social Science for Organization and Public Management, 180 ECTS (SAGOS) (Arnesson & Albinsson, 2012;Utbildningsplan [Programme Syllabus], 2011). The mentor programme was carried out as a pilot project.…”

Section: Introductionmentioning

confidence: 99%

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Mentorship – a pedagogical method for integration of theory and practice in higher education

Arnesson

Albinsson

2017

Nordic Journal of Studies in Educational Policy

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Mentorship is a method that is used in both professional education and training and in working life to introduce new employees. Previous research has shown that there is limited experience of mentorship in the parts of higher education that are outside of professional education and training. The purpose of this article is to deepen knowledge of how mentorship can be used as a pedagogic tool to integrate theory and practice in a social science programme at a Swedish university. The empirical material is obtained from a case study that includes students/mentees and contact persons/mentors. The results show that mentorship is an important contribution to the learning process for the integration of theory and practice in higher education to develop both practically applied and theoretically anchored knowledge. Besides cooperation forms and workplace-related studies in the programme, mentorship thus becomes the third component of the learning process.

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Section: The Learning Process Within Sagosmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mentorship – a pedagogical method for integration of theory and practice in higher education

Arnesson

Albinsson

2017

Nordic Journal of Studies in Educational Policy

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“…The choice of the interactive research approach was natural as it made it possible for us to try and develop a suitable pedagogical model together with practitioners. The approach has been used by several researchers in similar pedagogical research (Amundsdotter, 2010;Albinsson & Arnesson, 2012a, 2012b.…”

Section: Research Approachmentioning

confidence: 99%

“…The reliability in this study is, thus, based on the on-going discussion, our methodological and theoretical knowledge and experience, and the fact that the empirical material was collected through method triangulation in the form of observations and qualitative interviews/talks (cf. Aagaard Nielsen, Nielsen Steen, 2006;Svensson et al, 2007;Cohen et al, 2011;Albinsson & Arnesson, 2012a, 2012b.…”

Section: Research Approachmentioning

confidence: 99%

“…There are certain similarities between the case study and the delimited problem area. The purpose in both cases is to deepen the learning in regard to a specific phenomenon departing from an experience (Haigh, 2008;Albinsson & Arnesson, 2012a, 2012b. The delimited problem area can also be assigned to Schön's (1983) discussion on reflectionin-action.…”

Section: A Delimited Problem Areamentioning

confidence: 99%

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Reflecting talks: a pedagogical model in the learning organization

Arnesson

Albinsson

2019

Reflective Practice

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The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions.

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