The connection between experience and learning: student perspectives on the significance of international study

Abstract

Life-experience learning is a key part of adult learning as there is potential in every experience for personal growth. Learning, however, is not an automatic result of experience. The learner needs to interpret their experiences to facilitate change to their sense of self and/or capabilities. A significant learning experience impacts a person in ways that have personal value, through a meaning-making process where the person makes sense of their experiences using their unique frame of reference. This kind of learning involves the learner assigning meaning to their experiences to determine what was significant, how the experience has changed them, and why those changes matter. This research explores the connection between experience and learning, through the construct of significance and the meaning-making process of understanding and articulating the significance of life experiences. The two dimensions of the construct of significancepersonal impact and subjective valueexplain how an experience is significant (because it has an impact on the learner) and why an experience is significant (because it is subjectively valued). International study was selected as the vehicle for this investigation as, outside of the formal academic component, there are endless opportunities for significant learning from living and studying in another country. There are, however, concerns in the international study community about what students are learning from study abroad and how learning is recognised and measured. There are calls to take seriously student claims that Publications included in this thesis No publications included.

Connecting experiences to employability through a meaning-making approach to learning

“…It has been argued that universities should bear some responsibility for assisting students to identify and articulate their employability (Tomasson Goodwin et al, 2019), to bridge what Joy, Shea and Youden-Walsh (2013) describe as the 'articulation of skills' gap. Identifying and articulating employability involves making meaning from learning experiences, including those that sit outside formal settings, for ongoing personal growth (Reid, 2020). The application of employability learning to professional contexts (including recruitment) is vital for graduates, however it is important to recognise that this is a challenging and complex process.…”

“…During postprogram workshops, students were asked to brainstorm the things that had happened to them during those experiences that they felt were personally significant. This brainstorming work demonstrated the value of establishing a conceptual centre for the students' meaning-making work (Reid, 2020) and identifying the stimulus for learning.…”

“…These narratives provide a mechanism for graduates to lay claim to the knowledge, skills, attributes and mindsets that are required for employability, and they are part of identity construction (de Blaquiere, Nolan & Wray, 2019). Indeed, meaning-making is identity work (Erichsen, 2011) as it allows the learner to understand changes to their sense of self and their capabilities as a result of constructing meaning from experiences (Reid, 2020). Employability narratives are defined by de Blaquiere, Nolan and Wray (2019) as the articulation of skilful practices which demonstrate competent performance of skills in context, thus storying employability and supporting the development of a sense of identity as an employable graduate who perceives what she can offer to an employer expressed in terms an employer will understand (p.29).…”

“…The framework established the vital role that engaging with a range of experiences plays in employability development (Dacre Pool & Sewell, 2007) and the meaning-making process that turns experiences into learning (Reid, 2020). Early operationalisation of the framework involved working in partnership with students in post-program workshops.…”

“…The Learning step asks students to translate that learning into professional settings, giving them the chance to start thinking about how they might act pragmatically (Morris, 2020) in active experimentation (Kolb, 1984) with new concrete experiences. When students experience informal activities such as study abroad, volunteering, or leadership programs, making meaning of these experiences supports students to arrive at new understandings of their identities and capabilities (Reid, 2020) and what they can offer to an employer (de Blaquiere, et al, 2019). Students were asked to consider how their learning may align with the language of skills that employers and recruiters use to make judgements on role suitability (Tomlinson, 2017).…”