Students’ Vocational Learning: Enabling Conditions for Putting Knowledge to Work

Gustavsson, Maria; Thunqvist, Daniel Persson

doi:10.1007/978-3-319-94532-3_52

Cited by 6 publications

(21 citation statements)

References 32 publications

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“…As our findings suggest, in line with other studies, a balancing act emerged between the organisational contexts' different conditions and interests that required active collaboration to achieve goals stipulated in the healthcare programmes (Billett, 2011;Evans et al, 2010). The theoretical model (Evans and Guile, 2012;Gustavsson and Persson Thunqvist, 2018) underpinning the present study allows us to discern the interrelatedness between higher education and healthcare organisations, and the conditions for collaboration created at different levels in the organisations. The conditions operated, as our findings indicate, on both the university and the healthcare sides and at both strategic and operative levels in the organisations.…”

Section: Discussionsupporting

confidence: 87%

“…Coding was carried out, inspired by qualitative content analysis (Schreier, 2014), resulting in categorisations of different ways of organising clinical placements and conditions for collaboration in clinical placements between the university and the two healthcare organisations. This part of the analysis was guided by the theoretical model framing this paper (Evans and Guile, 2012;Gustavsson and Persson Thunqvist, 2018), focusing on the relationship between the higher education and workplace contexts, which has to be considered in order to understand the different parties' conditions for collaboration when organising clinical placements. In the content analysis, two main patterns emerged from the material: challenges and conditions were found at strategic and operative levels concerning the organising of clinical placements and collaboration between the university and the healthcare organisations.…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, the organising of clinical placements and the close collaborative relationship between higher education and healthcare organisations is informed by Evans and Guile's (2012) theoretical framework, later developed by Gustavsson and Persson Thunqvist (2018). This theoretical framework focuses on the interrelated connections and processes, and tensions, between education and workplace contexts (see also Billett, 2011;Schaap, Baartman and de Bruijn, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Conditions for collaboration between higher education and healthcare providers organising clinical placements

Bivall

Gustavsson

Falk

2020

HESWBL

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PurposeClinical placement is an important formalised student activity for linking healthcare education and healthcare practices. The purpose of this study is to investigate the organising of clinical placements by examining conditions for collaboration between higher education and healthcare organisations.Design/methodology/approachThe study is based on interviews with central actors at a university and two healthcare organisations with official duties of organising clinical placements.FindingsThe findings indicate that collaboration in the organising of clinical placements is a complex matter of interconnected actors in different organisational positions, at both strategic and operative levels. The university and the healthcare organisations approached the clinical placement with a shared commitment.Practical implicationsThe findings provide important guidance for improving collaboration in the organising of clinical placements. This may have an impact on how contextual conditions of the educational framing and daily healthcare practices are viewed and how the interdependency between the long-term strategic issues and the short-term needs of healthcare organisations is approached.Originality/valueThis research emphasises the need for careful consideration of the collaborative practices on an organisational level between higher education and healthcare organisations as different needs, motives and logics have to be considered.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Conditions for collaboration between higher education and healthcare providers organising clinical placements

Bivall

Gustavsson

Falk

2020

HESWBL

Self Cite

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“…Knowledge gained at school needs to be changed and integrated with other types of knowledge in workplaces to become useful to students (Evans et al, 2011). However, the type of knowledge that is valued at school differs from the type of knowledge that is prioritised at workplaces (Gustavsson & Persson Thunqvist, 2018). Gustavsson and Persson Thunqvist (2018) found that school provides vocational students with knowledge that may facilitate their workplace-based learning, where the students' skills are further developed as they participate in daily work with more experienced co-workers.…”

Section: The Concept Of Recontextualisationmentioning

confidence: 99%

“…This study is informed by timely research demonstrating how vocational students integrate knowledge between school and workplaces (Berner, 2010;Gustavsson & Persson Thunqvist, 2018;Persson Thunqvist & Axelsson, 2011) when learning their vocations. Different types of knowledge become relevant for vocational students (Rose, 2008) as they navigate between the contexts of school and workplaces.…”

Section: Introductionmentioning

confidence: 99%

Vocational Students’ Ways of Handling the Academic/Vocational Divide

Ferm

2021

IJRVET

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Purpose: The focus of this article is on Swedish vocational students’ own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as "the academic/vocational divide". This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work.Methods: This study is part of a research project on vocational students’ learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools.Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge.

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Promoting youths' skills acquisition through experiential learning theory in vocational education and training in South Africa

Mayombe

2023

HESWBL

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PurposeThere is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.Design/methodology/approachThe research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.FindingsThe findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.Practical implicationsThe practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.Social implicationsThe socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.Originality/valueThe article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

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Students’ Vocational Learning: Enabling Conditions for Putting Knowledge to Work

Cited by 6 publications

References 32 publications

Conditions for collaboration between higher education and healthcare providers organising clinical placements

Conditions for collaboration between higher education and healthcare providers organising clinical placements

Vocational Students’ Ways of Handling the Academic/Vocational Divide

Promoting youths' skills acquisition through experiential learning theory in vocational education and training in South Africa

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