Three Modes of Work-Integrated Learning: Stories of Success

Carter, Leanne; Ruskin, Jennifer; Cassilles, Ashleigh

doi:10.1007/978-981-10-2791-8_12

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…In recent years, several learning opportunities have arisen from collaboration between industry and universities. A common approach is for industrial stakeholders to present real challenges faced by an organization or the industry and for learners to develop innovative and realistic solutions to these challenges (Carter et al , 2017). The participation of stakeholders in the learning setting facilitates the creation of a work-like context.…”

Section: Methodsmentioning

confidence: 99%

Challenge-based, interdisciplinary learning for sustainability in doctoral education

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Koca

et al. 2022

IJSHE

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Purpose Doctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to “see the bigger picture”. This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates’ ability to develop systemic solutions and professional competency. Design/methodology/approach Twenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences. Findings The doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated. Originality/value The summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem.

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Section: Methodsmentioning

confidence: 99%

Challenge-based, interdisciplinary learning for sustainability in doctoral education

Piccardo

Goto

Koca

et al. 2022

IJSHE

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“…The involvement of external stakeholders in HE takes various forms and approaches and is not always formalized (Thune, 2011). For example, many universities invite external stakeholders to conduct guest lectures to teach relevant work skills to students (Carter, Ruskin, & Cassilles, 2017). Moreover, workbased learning (WBL) approach is implemented to allow students to work in the industry to help them to enhance their abilities and develop essential competencies with the guidance of the employers (Chiang & Chuen, 2018;Jackson, 2015;Nunley, Pugh, Romero, & Seals, 2016).…”

Section: Involvement Of External Stakeholders In Hementioning

confidence: 99%

Involvement of External Stakeholders in Designing Pedagogy for Experiential Learning at University Level: A Case Study

Chiang

2021

EJOSS

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The participation of external stakeholders in pedagogical activities in higher education has increased in recent years, and this is because such involvement can potentially improve student learning outcomes. However, the strategies and processes have yet to be adequately explored and documented, especially in the context of the Malaysian university. This paper presents a case regarding how the external stakeholders were involved in the design and implementation of an experiential learning project for an elective module in Diploma programmes of Raffles University, Malaysia based on a pedagogical model. This model consists of three major phases: (1.) initiation and design; (2.) execution; and (3.) evaluation and review. The roles of external stakeholders and the responsibilities of lecturers in each phase were discussed. In addition, students’ learning experiences and their reflections on the experiences were also described along with the discussion. This paper concludes that the developed pedagogical model may serve as an effective means to engage with external stakeholders in planning and delivering meaningful lessons for authentic learning at university level.

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