Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students

Clerke, T; Lloyd, N; Paull, M; Male, S

Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students

Clerke, T Lloyd, N

Paull, M Male, S

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2021, 43, (3), pp. 343-359
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Clerke, T
dc.contributor.author	Lloyd, N https://orcid.org/0000-0002-8669-9945
dc.contributor.author	Paull, M
dc.contributor.author	Male, S
dc.date.accessioned	2022-01-14T05:45:11Z
dc.date.available	2022-01-14T05:45:11Z
dc.date.issued	2021-01-01
dc.identifier.citation	Studies in Continuing Education, 2021, 43, (3), pp. 343-359
dc.identifier.issn	0158-037X
dc.identifier.issn	1470-126X
dc.identifier.uri	http://hdl.handle.net/10453/153124
dc.description.abstract	Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time and available at set times. These conditions, largely beyond students’ control, limit options for students supporting themselves through paid work and for students with family commitments. In an investigation framed by the theory of practice architectures, we addressed the question: What are the institutional preconditions shaping WIL placement practices that enable and constrain particular students’ access to, experience in, and leverage of professional learning at work for their future careers? Our analysis of three individual student interviews identified key student practices—applying for, doing, and leveraging placements—that are enabled and constrained by material-economic arrangements in family, university and work life, cultural-discursive arrangements in career development activities and social-political arrangements in personal and engineering networks. Identifying this architecture of practices is an important step towards an equitable transformation of WIL engineering placements.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Studies in Continuing Education
dc.relation.isbasedon	10.1080/0158037X.2021.1900098
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Teena Clerke, Natalie Lloyd, Megan Paull & Sally Male (2021) Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students, Studies in Continuing Education, 43:3, 343-359, available online: http://doi.org/10.1080/0158037X.2021.1900098
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1301 Education Systems
dc.subject.classification	Education
dc.title	Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students
dc.type	Journal Article
utslib.citation.volume	43
utslib.for	1301 Education Systems
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-12-26T00:00:00+1000Z
dc.date.updated	2022-01-14T05:45:09Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	43
utslib.citation.issue	3

Abstract:

Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time and available at set times. These conditions, largely beyond students’ control, limit options for students supporting themselves through paid work and for students with family commitments. In an investigation framed by the theory of practice architectures, we addressed the question: What are the institutional preconditions shaping WIL placement practices that enable and constrain particular students’ access to, experience in, and leverage of professional learning at work for their future careers? Our analysis of three individual student interviews identified key student practices—applying for, doing, and leveraging placements—that are enabled and constrained by material-economic arrangements in family, university and work life, cultural-discursive arrangements in career development activities and social-political arrangements in personal and engineering networks. Identifying this architecture of practices is an important step towards an equitable transformation of WIL engineering placements.

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http://hdl.handle.net/10453/153124