Work-integrated learning students’ experience of a change laboratory
Developing student agency
Bibliographic Data
| ID | 21458689 |
|---|---|
| Authors | James Garraway (0000-0002-2420-0467, Cape Peninsula University of Technology, corresponding author), Hesta Friedrich-Nel (0000-0002-1347-8914, Central University of Technology) |
| Year | 2026 |
| Volume | 48 |
| Issue | 1 |
| Pages | 71-90 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2025.2510418 |
| OpenAlex | W4410840560 |
| Language | EN |
| Citations received | 2 |
| References cited | 36 |
Work-integrated learning (WIL) forms an important part of the student learning experience, effectively bridging the gap between the university curriculum and work and society. Thus, it is key that students gain the most from this learning experience, even where conditions are less than ideal. However, WIL literature is largely silent on the development of student voice to address challenging conditions which may impede their learning. This study aims to investigate and explain how students can develop their voice to become more equal and agentic participants in WIL. The study elaborates on how students are able to advance from voicing individual negative learning experiences to developing a collective understanding of improved communication as a potential solution to address learning barriers. This initial germ cell is then collectively concretised in subsequent workshops into the formulation of a more advanced WIL system driven by the object of teamwork between WIL students and their supervisors. These practical developments, it is argued, are supported through the CL’s methodology of double stimulation which promotes the emergence of students’ ‘transformative agency’
Medical education · Pedagogy · Sociology · Higher Education and Employability · Higher Education Learning Practices · Innovative Education and Learning Practices · Medicine · Psychology
Studies in Expansive Learning
The Change Laboratory
Discursive manifestations of contradictions in organizational change efforts
Formative Interventions for Expansive Learning and Transformative Agency
Expansive Learning at Work
Student teachers’ experience of participating in a research and development project in Norway
Twenty-five years of change laboratories in schools
Defining and designing work-integrated learning curriculum
The principle of double stimulation
Transformative agency
The Change Laboratory for Teacher Training in Entrepreneurship Education
Looking back when moving forward – unpacking history in cultural-historical activity theory-driven change efforts
A systematic scoping review of Photovoice within mental health research involving adolescents
Toward a diagnostic toolkit for intervention in teachers' agency during curriculum reform
Qualitative inquiry and research design
Realising the educational worth of integrating work experiences in higher education
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |