Work-integrated professional learning: shifting paradigms through transdisciplinary engagement

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Work-integrated professional learning: shifting paradigms through transdisciplinary engagement

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Work-integrated professional learning: shifting paradigms through transdisciplinary engagement

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studies in Continuing Education

ISSN

0158037X

e-ISSN

—

Svazek periodika

46

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

396 - 413

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85161900171