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An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

Coll, Richard, Eames, Chris, Paku, Levinia, Lay, Mark, Hodges, Dave, Bhat, Ravi, Ram, Shiu, Ayling, Diana, Fleming, Jenny, Ferkins, Lesley, Wiersma, Cindy and Martin, Andrew 2009, An exploration of the pedagogies employed to integrate knowledge in work-integrated learning, Journal of cooperative education and internships, vol. 43, no. 1, pp. 14-35.

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Title An exploration of the pedagogies employed to integrate knowledge in work-integrated learning
Author(s) Coll, Richard
Eames, Chris
Paku, Levinia
Lay, Mark
Hodges, Dave
Bhat, Ravi
Ram, Shiu
Ayling, Diana
Fleming, Jenny
Ferkins, Lesley
Wiersma, Cindy
Martin, Andrew
Journal name Journal of cooperative education and internships
Volume number 43
Issue number 1
Start page 14
End page 35
Publisher Cooperative Education and Internship Association
Place of publication Cincinnati, Oh.
Publication date 2009
ISSN 1933-2130
Summary This article describes a three-sector, national research project that investigated the integration aspect of work-integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic-workplace learning. The research constituted a series of collective case studies, and there were two main data sources � interviews with three stakeholder groups (namely employers, students, and co-op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off-campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off-campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on- and off-campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2009
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020881

Document type: Journal Article
Collection: School of Management and Marketing
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