Advertisement

Workplace Learning as a Hybrid Space

  • Franziska TredeEmail author
  • Lina Markauskaite
  • Celina McEwen
  • Susie Macfarlane
Chapter
Part of the Understanding Teaching-Learning Practice book series (UTLP)

Abstract

Workplace learning (WPL) is an educational partnership between students, university and industry or community where learning and working are blended and occur across boundaries between academia and work. To better understand the ways in which WPL can be most productive for all stakeholders involved (and this includes students, workplace learning educators and academics), this chapter builds on the ideas in Chap. 1 conceptualising WPL as a hybrid space. Initially, it discusses theoretical ideas of hybridity and its characteristics. It offers a way of thinking of WPL as a space where something new can be created emerging from the in-between space of academia and work. Then, it considers the many aspects of WPL that become hybrid including professional roles and identities. The chapter then focuses on WPL as a hybrid pedagogy, characterised by collaborative, agentic and participatory learning that leads to active integration of formal university learning with formal, non-formal and informal learning in professional settings. The chapter concludes that WPL as a hybrid space is a useful concept to meaningfully bring together binaries of curriculum and pedagogy, theory and practice, thinking and doing, and structure and agency.

References

  1. Acheraïou, A. (2011). Questioning hybridity, postcolonialism and globalization. London: Palgrave Macmillan.CrossRefGoogle Scholar
  2. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169.CrossRefGoogle Scholar
  3. Argyris, C. (1992). On organisational learning. Cambridge, MA: Blackwell.Google Scholar
  4. Barnett, R. (2010). Framing education for practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. Reid, & F. Trede (Eds.), Education for future practice (pp. 15–28). Rotterdam, The Netherlands: Sense.Google Scholar
  5. Bauman, Z. (2012). Liquid modernity. Cambridge: Polity Books.Google Scholar
  6. Bhabha, H. K. (2004). The location of culture. Abingdon: Routledge.Google Scholar
  7. Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation and engagement. Adult Education Quarterly, 53(1), 1–29.CrossRefGoogle Scholar
  8. Billett, S. (2009). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827–843.CrossRefGoogle Scholar
  9. Billett, S. (2010). Learning through practice. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 1–20). Dordrecht: Springer.CrossRefGoogle Scholar
  10. Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. ALTC final report. Sydney: The Australian Learning and Teaching Council.Google Scholar
  11. Boud, D. (2016). Taking professional practice seriously: Implications for deliberate course design. In F. Trede & C. McEwen (Eds.), Educating the deliberate professional: Preparing for emergent futures (pp. 157–174). Dordrecht: Springer.Google Scholar
  12. Boud, D., & Symes, C. (2000). Learning for real: Work-based education in universities. In C. Symes & J. McIntryre (Eds.), Working knowledge: The new vocationalism and higher education (pp. 14–30). Maidenhead: Society for Research into Higher Education and Open University Press.Google Scholar
  13. Boyte, H. C., & Fretz, E. (2012). Civic professionalism. Journal of Higher Education Outreach and Engagement, 14(2), 67–90.Google Scholar
  14. Braunstein, L., Takei, H., Wang, F., & Loken, M. K. (2011). Benefits of cooperative and work-integrated education for employers. In R. K. Coll & K. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (pp. 277–286). Hamilton: WACE Inc.Google Scholar
  15. Brookfield, S. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass.Google Scholar
  16. Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. New York: Routledge.Google Scholar
  17. Clark, A. (2011). Supersizing the mind: Embodiment, action and cognitive extension. Oxford: Oxford University Press.Google Scholar
  18. Cooper, L., Orrell, J. & Bowden, M. (2010). Work Integrated Learning: A guide to effective practice. Routledge: New York.Google Scholar
  19. Considine, M. (2006). Theorizing the university as a cultural system: Distinctions, identities, emergencies. Educational Theory, 56, 255–270.CrossRefGoogle Scholar
  20. Dewey, J. (1933). How we think. Boston, MA: D.C. Heath.Google Scholar
  21. Eames, C., & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 180–196). Dordrecht: Springer.CrossRefGoogle Scholar
  22. Edwards, D. G. (2011). Paramedic preceptor: Work readiness in graduate paramedics. The Clinical Teacher, 8(2), 79–82.  https://doi.org/10.1111/j.1743-498X.2011.00435.x.CrossRefGoogle Scholar
  23. Edwards, R., & Fowler, Z. (2007). Unsettling boundaries in making a space for research. British Educational Research Journal, 33, 107–123.CrossRefGoogle Scholar
  24. Eteläpelto, A. (2008). Perspectives, prospects and progress in work-integrated learning. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 233–248). Rotterdam: Sense.Google Scholar
  25. Eraut, M. (2010). Knowledge, working practices, and learning. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 37–58). Dordrecht: Springer.CrossRefGoogle Scholar
  26. Fenwick, T., & Nerland, M. (Eds.). (2014). Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities. London: Routledge.Google Scholar
  27. Freire, P. (1993). Education for critical consciousness. New York: Seasbury.Google Scholar
  28. Henderson, A., & Trede, F. (2017). Strengthening attainment of student learning outcomes during work integrated learning: A collaborative governance framework across academia, industry and students. Asia Pacific Journal of Cooperative Education, 18(1), 73–86.Google Scholar
  29. Hitlin, S., & Elder, G. H. (2007). Time, self, and the curiously abstract concept of agency. Sociological Theory, 25(2), 170–191.CrossRefGoogle Scholar
  30. Jones, S., Ladyshevsky, R., Smith, M., Trede, F., & Flavell, H. (2012). Leading fieldwork: Academic leadership for fieldwork coordinators [final report]. Sydney: Office for Learning and Teaching.Google Scholar
  31. Kemmis, S. (2014). Praxis, practice and practice architectures. In S. Kemmis, J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grotenboer, & L. Bristol (Eds.), Changing practices, changing education (pp. 25–36). Singapore: Springer.CrossRefGoogle Scholar
  32. Kemmis, S., & Trede, F. (2010). Practice and developing future practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J.-A. Reid, & F. Trede (Eds.), Education for future practice (pp. 29–39). Rotterdam, The Netherlands: Sense.Google Scholar
  33. Kolb, D. A. (1984). Experiential learning: Experience as a source for learning and development. Englewood Cliffs, New York: Prentice-Hall.Google Scholar
  34. Kreber, C. (2016). Educating for civic-mindedness: Nurturing authentic professional identities through transformative higher education. London: Routledge.CrossRefGoogle Scholar
  35. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
  36. Luhanga, F., Myrick, F., & Yonge, O. (2010). The preceptorship experience: An examination of ethical and accountability issues. Journal of Professional Nursing, 26(5), 264–271.CrossRefGoogle Scholar
  37. McEwen, C., & Trede, F. (2014). The academisation of emerging professions: Implications for universities, academics and students. Power and Education, 6(2), 145–154.  https://doi.org/10.2304/power.2014.6.2.145.CrossRefGoogle Scholar
  38. Martini, M. C., & Fabbris, L. (2017). Beyond employment rate: A multidimensional indicator of higher education effectiveness. Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 130(1), 351–370.CrossRefGoogle Scholar
  39. Mambrol, N. (2016, April 6). Postcolonialism. Literacy Theory and Criticism. Retrieved from https://literariness.org/2016/04/06/postcolonialism/.
  40. Molloy, E., Lew, S., Woodward-Kron, R., Delany, C., Dodds, A., Lavercombe, M., Hughson, J. (2018). Medical student clinical placements as sites of learning and contribution. Melbourne: University of Melbourne.Google Scholar
  41. Newman, M. (2006). Teaching defiance: Stories and strategies for activist educators. San Francisco: Jossey-Bass.Google Scholar
  42. Nicolini, D. (2012). Practice theory, work and organization: An introduction. Oxford: Oxford University Press.Google Scholar
  43. Nicolini, D., & Roe, B. (2014). Diffractive methods of rethinking professional practice. In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities (pp. 67–82). London: Routledge.Google Scholar
  44. Orlikowski, W. J. (2010). The sociomateriality of organized life: Considering technology in management research. Cambridge Journal of Economics, 34, 125–141.CrossRefGoogle Scholar
  45. Orrell, J. (2011). Good practice report: Work-integrated learning. Sydney: The Australian Learning and Teaching Council.Google Scholar
  46. Reckwitz, A. (2002). Toward a theory of social practices: A development in culturalist theorizing. European Journal of Social Theory, 5(2), 243–263.CrossRefGoogle Scholar
  47. Schön, D. (1983). The reflective practitioner. How professionals think in action. London: Basic Books.Google Scholar
  48. Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Oxford: Blackwell.Google Scholar
  49. Thrift, N. (1996). Spatial formations. Thousand Oaks, CA: Sage.Google Scholar
  50. Trede, F., & Horsfall, D. (2016). From discourse to visioning: Eliciting future practice and marginalia. In J. Higgs & F. Trede (Eds.), Professional practice marginalia (pp. 243–254). Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
  51. Trede, F., & McEwen, C. (2012). Developing a critical professional identity: Engaging self in practice. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education: Perspectives and strategies (pp. 27–40). Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
  52. Trede, F., & McEwen, C. (2015). Critical thinking for future practice. In M. Davies and R. Barnett (Eds.), Palgrave Handbook of Critical Thinking in Higher Education (pp. 457-475). New York: Palgrave Publishers.Google Scholar
  53. Trede, F., & McEwen, C. (2016). Scoping the deliberate professional. In F. Trede & C. McEwen (Eds.), Educating the deliberate professional: Preparing for emergent futures (pp. 3–14). Dodrecht: Springer.Google Scholar
  54. Universities Australia, Australian Chamber of Commerce and Industry, Ai Group, Business Council of Australia & Australian Collaborative Education Network. (2014). National strategy on work integrated learning in university education. Retrieved from http://cdn1.acen.edu.au/wp-content/uploads/2015/03/National-WIL-Strategy-in-university-education-032015.pdf.
  55. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  56. Young, R. J. C. (1995). Colonial desire: Hybridity in theory, culture, and race. London, New York: Routledge.Google Scholar
  57. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61, 89–99.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Franziska Trede
    • 1
    Email author
  • Lina Markauskaite
    • 2
  • Celina McEwen
    • 1
  • Susie Macfarlane
    • 3
  1. 1.University of Technology SydneyUltimoAustralia
  2. 2.The University of SydneySydneyAustralia
  3. 3.Deakin UniversityBurwood, MelbourneAustralia

Personalised recommendations