Partnerships and learning communities in work‐integrated learning: designing a community services student placement program

Harris, Judi; Jones, Mellita; Coutts, Sally

doi:10.1080/07294360.2010.502288

Cited by 35 publications

(26 citation statements)

References 19 publications

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“…Working the "Public" and "private" space (Harris et al 2010) is difficult because student can challenge the efficacy or even the appropriateness of the learning experience in a "private space". That is, it is sometimes not seen as appropriate that experienced employees allow students to critique or challenge their culture or practices.…”

Section: Between People and Organizations (Culture): Reflection And Imentioning

confidence: 99%

A framework for work-based learning: basic pillars and the interactions between them

Ferrández-Berrueco

Kekäle

Devins

2016

Higher Education, Skills and Work-Based Learning

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Abstract:Purpose: European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education programmes that match curricula to current and future needs of the economy. The aim of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key moments that enable higher education institutions to foster students' learning, employability and innovation.Design/methodology/approach: Case studies of 14 European WBL programmes in Higher Education are reported using interviews and document analysis. The development of a final framework and examples of practice are based on them.Findings: Drawing on the concept of institutional capital, a framework for the development of WBL programmes which includes three basic pillars (Human Capital, Relationship Capital and Structural Capital) is proposed. Interactions between these pillars are necessary to enhance learning quality (Doctrine), provide authentic experiences (Authenticity) and respect the ways of developing and delivering WBL in Higher Education Institutions (Culture). Research limitations/implications:While selecting a small sample of cases on a basis of 'good practices', some important pitfalls have not been discussed. Thus, rather than promoting a definitive theory, we promote a framework of issues that at least should be taken into account in different stages of planning, delivery, and reflection of WBL learning programmes. Originality/value: 14 case studies from programmes recognized in 6 European countries and the development of an original WBL programme planning, delivery & evaluation framework that can also be used as a checklist for the HEIs organizing work-based learning programmes

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Section: Between People and Organizations (Culture): Reflection And Imentioning

confidence: 99%

A framework for work-based learning: basic pillars and the interactions between them

Ferrández-Berrueco

Kekäle

Devins

2016

Higher Education, Skills and Work-Based Learning

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“…This in turn has led to many universities rethinking how they support employability and the future careers paths of their students (Kinash, Crane, Capper, Young, & Stark, 2017). WIL is one mechanism to achieve this, as it often allows for students to gain experience in the workplace and/or grow networks which they see as important to gaining employment (Freudenberg, Cameron, & Brimble, 2010;Harris, Jones, & Coutts, 2010).…”

Section: Various Types Of Wilmentioning

confidence: 99%

An institutional framework to guide the comparison of work-integrated learning

Brown

2019

JTLGE

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Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.

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“…The success of community-engaged learning as a powerful strategy to teach and encourage engaged citizenship is well-documented and there is consistent evidence that participating in community-engaged learning enhances students' 'work, career and future ready' skills, such as leadership, career decision-making, communication skills, teamwork and intercultural competency (Carrington and Selva 2010;Harris et al 2010;Milneet al 2008;Prentice and Robinson 2010). The success of community-engaged learning as a powerful strategy to teach and encourage engaged citizenship is well-documented and there is consistent evidence that participating in community-engaged learning enhances students' 'work, career and future ready' skills, such as leadership, career decision-making, communication skills, teamwork and intercultural competency (Carrington and Selva 2010;Harris et al 2010;Milneet al 2008;Prentice and Robinson 2010).…”

Section: Community Engaged Learning: Value-adding To Practice-based Lmentioning

confidence: 99%

Practice-based Learning in Higher Education

Kennedy

Billett

Gherardi³

et al. 2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientific challenges and important focuses within the field of professional learning. These include:• understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. • analytical explications of those processes that support learning at an individual and an organisational level. • understanding how learning experiences and educational processes might best

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Partnerships and learning communities in work‐integrated learning: designing a community services student placement program

Cited by 35 publications

References 19 publications

A framework for work-based learning: basic pillars and the interactions between them

A framework for work-based learning: basic pillars and the interactions between them

An institutional framework to guide the comparison of work-integrated learning

Practice-based Learning in Higher Education

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