What can higher education learn from the workplace?

Boud, D; Rooney, D

What can higher education learn from the workplace?

Boud, D

Rooney, D

Permalink

Publication Type:: Chapter
Citation:: Transformative Perspectives and Processes in Higher Education, 2015, pp. 195 - 209
Issue Date:: 2015-01-01

Closed Access

	Filename	Description	Size
	Boud and Rooney in Dailey14.docx	Accepted Manuscript Version	74.48 kB	Microsoft Word XML	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Transformative Perspectives and Processes in Higher Education, 2015, pp. 195 - 209	en_US
dc.identifier.isbn	9783319092461	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37945
dc.description.abstract	© Springer International Publishing Switzerland 2015. This chapter examines how insights from workplace learning research might be used to problematize some common understandings of higher education practice and lead to new ones. It begins by outlining features of the changing higher education context that have implications for how we might think differently about traditional higher education. Following this it contrasts practices in higher education with several themes drawn from two decades of workplace learning research (e.g. learning as embedded, situated; social, and formed through practice). It focuses on specific higher education practices (both existing and possible) that have potential to meet new and different learning needs of the changing student population. Implications centre around four ideas. The first is that being a â€˜learnerâ€™ is not as powerful as being a producer. The second is that the tasks students engage in should not be seen as isolated from the broader context they will be entering on graduation. The third idea is that assessment needs to be appropriated by learners, and finally, students must more actively construct their own learning.	en_US
dc.relation.ispartof	Transformative Perspectives and Processes in Higher Education	en_US
dc.relation.isbasedon	10.1007/978-3-319-09247-8_11	en_US
dc.title	What can higher education learn from the workplace?	en_US
dc.type	Chapter
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© Springer International Publishing Switzerland 2015. This chapter examines how insights from workplace learning research might be used to problematize some common understandings of higher education practice and lead to new ones. It begins by outlining features of the changing higher education context that have implications for how we might think differently about traditional higher education. Following this it contrasts practices in higher education with several themes drawn from two decades of workplace learning research (e.g. learning as embedded, situated; social, and formed through practice). It focuses on specific higher education practices (both existing and possible) that have potential to meet new and different learning needs of the changing student population. Implications centre around four ideas. The first is that being a â€˜learnerâ€™ is not as powerful as being a producer. The second is that the tasks students engage in should not be seen as isolated from the broader context they will be entering on graduation. The third idea is that assessment needs to be appropriated by learners, and finally, students must more actively construct their own learning.

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

http://hdl.handle.net/10453/35422