Work-integrated professional learning: shifting paradigms through transdisciplinary engagement
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3AARGAFAS6" target="_blank" >RIV/00216208:11320/25:ARGAFAS6 - isvavai.cz</a>
Result on the web
<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161900171&doi=10.1080%2f0158037X.2023.2224238&partnerID=40&md5=e777122e3c79b7cb599d07210de8e5d8" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161900171&doi=10.1080%2f0158037X.2023.2224238&partnerID=40&md5=e777122e3c79b7cb599d07210de8e5d8</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/0158037X.2023.2224238" target="_blank" >10.1080/0158037X.2023.2224238</a>
Alternative languages
Result language
angličtina
Original language name
Work-integrated professional learning: shifting paradigms through transdisciplinary engagement
Original language description
Work-integrated learning (WIL) is widely used to connect students with the world of work and authentic industry practices. WIL research and practice is primarily focused on the benefits to students and universities, whilst the value of WIL to partner organisations remains relatively underexplored. This study takes an industry, government and community partner-centric perspective to examine learning in partner organisations stimulated through engagement with transdisciplinary WIL. A case study of a transdisciplinary, innovation-focused project-based WIL subject at one Australian university is interrogated through the theoretical lenses of practice theory and mutual learning. Fifteen interviews with stakeholders in partner organisations are analysed against the three dimensions of practice articulated by Kemmis et al. (2014): sayings, doings and relatings. The analysis shows that through engagement with university-led transdisciplinary WIL partners were able to advance their learning projects, disrupt and reconfigure organisational practices, and legitimise experimentation within their organisations. The study builds the case for conceptualising WIL engagement as a professional learning opportunity for partner organisations, in addition to the well-documented benefits to students and universities. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)
Result continuities
Project
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Continuities
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Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Studies in Continuing Education
ISSN
0158037X
e-ISSN
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Volume of the periodical
46
Issue of the periodical within the volume
3
Country of publishing house
US - UNITED STATES
Number of pages
18
Pages from-to
396 - 413
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85161900171