Integrating Practice-based Experiences into Higher Education
Integrating Practice-based Experiences into Higher Education

Author: Stephen Billett

Publisher: Springer

Published: 2015-07-15

Total Pages: 273

ISBN-13: 9401772304

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This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs.

Critical Perspectives on Work-Integrated Learning in Higher Education Institutions
Critical Perspectives on Work-Integrated Learning in Higher Education Institutions

Author: Nirmala Dorasamy

Publisher: Cambridge Scholars Publishing

Published: 2018-11-30

Total Pages: 253

ISBN-13: 1527522687

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Governments around the world are committed to enhancing students’ “graduateness”. Work-integrated learning (WIL) is one of the many programmes which Higher Education Institutions (HEIs) can develop to promote this facet of student life. The incorporation of work-integrated learning in curriculum design and development can produce reciprocal benefits for students, workplaces, professions and communities. Any curriculum design and development endeavour relating to WIL requires appropriate resources to support curriculum development. This book serves to explore WIL programmes and experiences for the student, WIL coordinator and supervisor. It further integrates practical, relevant and reflective industry experience within the higher education curriculum to enhance student development. WIL has no uniformly or specific framework or approaches since it is an emerging field and is generally influenced by contextual factors. In view of the diversity in theory and practice and different purposes, whether pragmatic or practical, driving the adoption of one approach over another, this book highlight sthe diverse approaches that encapsulate WIL in South Africa.

Facilitating the Integration of Learning
Facilitating the Integration of Learning

Author: James P. Barber

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 180

ISBN-13: 1000977609

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Students’ ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students’ integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students’ capacities for reflection; and introduce the author’s research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students’ mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.

The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education
The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2018-06-21

Total Pages: 283

ISBN-13: 0309470641

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In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

High-impact Educational Practices
High-impact Educational Practices

Author: George D. Kuh

Publisher:

Published: 2008

Total Pages: 50

ISBN-13:

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This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

Work Integrated Learning
Work Integrated Learning

Author: Lesley Cooper

Publisher: Routledge

Published: 2010-04-05

Total Pages: 236

ISBN-13: 1136991034

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This book takes a unique, practical, hands-on approach to the everyday activity of work integrated learning, addressing the topic through both direct instruction and case studies derived from actual experience.

Integration of Vocational Education and Training Experiences
Integration of Vocational Education and Training Experiences

Author: Sarojni Choy

Publisher: Springer

Published: 2018-06-19

Total Pages: 382

ISBN-13: 9811088578

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This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions; the kinds and extent of those experiences; and efforts made to ensure the integration of students’ experiences across sites. Analyses of the various vocational education systems, their purposes and practices across nations, and challenges experienced by different stakeholders illustrate different approaches to the integration of learning at different sites. The book includes a consideration of what constitutes the integration and reconciliation of experiences, and their attendant educational implications. This extends an appraisal of the concepts of integration, reconciliation, curriculum and work readiness, each of which has a range of connotations. Integration or reconciliation is differentiated from transfer of learning, which is commonly based on simple assumptions that the educational institutions will provide theory and that the workplaces will provide practice from the workplaces, and that the two can be easily linked by students. The contributions from different nation states clearly demonstrate that integration is a collaborative process and requires the agency of stakeholders operating at global, national and specific learning site levels.

Advances in Research, Theory and Practice in Work-Integrated Learning
Advances in Research, Theory and Practice in Work-Integrated Learning

Author: Sonia J. Ferns

Publisher: Routledge

Published: 2021-10-01

Total Pages: 282

ISBN-13: 1000429652

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Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.

Practice-based Learning in Higher Education
Practice-based Learning in Higher Education

Author: Monica Kennedy

Publisher: Springer

Published: 2015-02-10

Total Pages: 194

ISBN-13: 9401795029

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This book addresses issues confronting universities’ attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers. The book engages theory in practices, and draws upon research highlighting the issues and transactions that emerge with implementation of work integrated learning arrangements as uses these resources to discuss and develop further both theoretical premises and procedural contributions. The illustrative cases derive utilise metaphors of culture in their exploration of the epistemologies, structures, politics, histories and rituals which constrain program opportunity and success in making these advances. The volume comprises two main sections, the first laying out focal issues in the integration of learning and work in higher education. This section presents the issues at multiple levels of analysis and in theoretical terms. This section provides a foundation for the second section of the book which introduces a number of research studies illustrative of the issues theorised in the first. The cases highlight the practice of workplace and higher education pedagogy. They provide thick descriptions of experiences of integration and are explicitly focused on the implementation of work integrated programs in higher education. The volume commences with an introductory chapter which sets out the range of issues addressed both theoretically and through illustration in the book and a final chapter critically reviews the contributions and acts to provide a cohesive picture of the learning practices of work and higher education and the possibilities of their integration.