Work-integrated professional learning: shifting paradigms through transdisciplinary engagement

Kligyte, G; Bowdler, B; Baumber, A; Pratt, S; Allen, L; Buck, A; Le Hunte, B; Melvold, J; Key, T

Work-integrated professional learning: shifting paradigms through transdisciplinary engagement

Kligyte, G

Bowdler, B Baumber, A

Pratt, S Allen, L Buck, A Le Hunte, B Melvold, J Key, T

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Publisher:: Taylor & Francis
Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2023, ahead-of-print, (ahead-of-print), pp. 1-18
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Kligyte, G https://orcid.org/0000-0003-1422-2504
dc.contributor.author	Bowdler, B
dc.contributor.author	Baumber, A https://orcid.org/0000-0001-8560-8661
dc.contributor.author	Pratt, S
dc.contributor.author	Allen, L
dc.contributor.author	Buck, A
dc.contributor.author	Le Hunte, B
dc.contributor.author	Melvold, J
dc.contributor.author	Key, T
dc.date.accessioned	2023-07-20T23:45:28Z
dc.date.available	2023-07-20T23:45:28Z
dc.date.issued	2023-01-01
dc.identifier.citation	Studies in Continuing Education, 2023, ahead-of-print, (ahead-of-print), pp. 1-18
dc.identifier.issn	0158-037X
dc.identifier.issn	1470-126X
dc.identifier.uri	http://hdl.handle.net/10453/171590
dc.description.abstract	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.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Studies in Continuing Education
dc.relation.isbasedon	10.1080/0158037X.2023.2224238
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Environmental Politics on 15 Jun 2023, available online: http://www.tandfonline.com/10.1080/0158037X.2023.2224238
dc.subject	1301 Education Systems
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.title	Work-integrated professional learning: shifting paradigms through transdisciplinary engagement
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	1301 Education Systems
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
utslib.copyright.status	embargoed	*
utslib.copyright.embargo	2024-12-15T00:00:00+1000Z
dc.date.updated	2023-07-20T23:45:25Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/171590