Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning

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

Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning

Le Hunte, A

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

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Publisher:: New Zealand Association for Cooperative Education
Publication Type:: Journal Article
Citation:: International Journal of Work-Integrated Learning, 2024, 25, (2)
Issue Date:: 2024-06-15

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Field	Value	Language
dc.contributor.author	Le Hunte, A https://orcid.org/0000-0002-3313-5222
dc.contributor.author	Baumber, A
dc.contributor.author	Kligyte, G
dc.contributor.author	Pratt, S
dc.contributor.author	Melvold, J
dc.contributor.author	Allen, L
dc.contributor.author	Bowdler, B
dc.contributor.author	Buck, A
dc.contributor.author	Key, T
dc.date.accessioned	2024-06-24T06:59:27Z
dc.date.available	2024-06-24T06:59:27Z
dc.date.issued	2024-06-15
dc.identifier.citation	International Journal of Work-Integrated Learning, 2024, 25, (2)
dc.identifier.issn	2538-1032
dc.identifier.issn	2538-1032
dc.identifier.uri	http://hdl.handle.net/10453/179633
dc.description.abstract	Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. Keywords:
dc.language	en
dc.publisher	New Zealand Association for Cooperative Education
dc.relation.ispartof	International Journal of Work-Integrated Learning
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning
dc.type	Journal Article
utslib.citation.volume	25
utslib.location.activity	New Zealand
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	open_access	*
pubs.consider-herdc	true
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-06-24T06:59:26Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	25
utslib.citation.issue	2

Abstract:

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. Keywords:

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http://hdl.handle.net/10453/179633