Work-integrated professional learning

Shifting paradigms through transdisciplinary engagement

Datos Bibliográficos

ID21458751
AutoresGiedre Kligyte (0000-0003-1422-2504, TD School (Transdisciplinary School), University of Technology Sydney, Australia, autor de correspondencia), Bella Bowdler (TD School (Transdisciplinary School), University of Technology Sydney, Australia), Alex Baumber (0000-0001-8560-8661, TD School (Transdisciplinary School), University of Technology Sydney, Australia), Pratt (0000-0002-4148-5337, University of Technology Sydney), Susanne Pratt (TD School (Transdisciplinary School), University of Technology Sydney, Australia), Lucy Allen (0000-0003-4091-2875, TD School (Transdisciplinary School), University of Technology Sydney, Australia), Adrian Buck (0000-0002-4929-1959, TD School (Transdisciplinary School), University of Technology Sydney, Australia), Bem Le Hunte (0000-0002-3313-5222, TD School (Transdisciplinary School), University of Technology Sydney, Australia), Jacqueline Melvold (0000-0003-4387-6523, TD School (Transdisciplinary School), University of Technology Sydney, Australia), Tyler Key (0000-0001-6314-1263, TD School (Transdisciplinary School), University of Technology Sydney, Australia)
Año2024
Volumen46
Número3
Páginas396-413
Fecha de publicación2024-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaStudies in Continuing Education (JOURNAL)
Identificadores de la revistaISSN: 0158-037X • E-ISSN: 1470-126X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0158037x.2023.2224238
OpenAlexW4380675131
IdiomaEN
Citas recibidas6
Referencias citadas36

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 Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. 2014. Changing Practices, Changing Education. Singapore: Springer.[Crossref] , [Google Scholar]): 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

Engineering ethics · Integrated learning · Pedagogy · Political science · Professional development · Public relations · Sociology · Engineering · Higher Education and Employability · Higher Education Learning Practices · Innovative Education and Learning Practices