Advertisement

The Practices of Using and Integrating Practice-Based Learning in Higher Education

  • Stephen BillettEmail author
Chapter
Part of the Professional and Practice-based Learning book series (PPBL, volume 10)

Abstract

This chapter commences the discussion that then continues across the contributions of this monograph regarding how practice-based learning experiences (i.e. those in the circumstances of practice and usually outside of university settings) can be utilised and integrated within higher education courses in effective and sustainable ways. This discussion acknowledges that students’ learning through engagement in practice-based experiences is now and increasingly seen as being an essential component of higher education programs that are preparing graduates for entry into targeted occupations. The need for informed bases of teaching and learning to meet this demand grows as many of the existing concepts and practices within educational science cannot adequately inform the effective utilisation of students’ learning experiences outside of educational programs and institutions, nor their integration. Hence, teachers in universities have to develop and reflexively advance the capacities (i.e. understandings, procedures and dispositions) required for effectively utilising and integrating such experiences. Through doing so, these teachers and their practices can inform others and, in turn, educational science. This proposition, its premises and case is advanced here through a discussion about the nature and contributions of learning through practice, how they might best be aligned with higher education provisions and in ways that are sustainable and effective. It does this by drawing upon the processes and findings of a recent national teaching fellowship that comprised 20 projects that focused on the integration of practice experiences within higher education programmes across a range of disciplines within six Australian universities.

Keywords

Affordances Agentic learners Cognition Curriculum practices Employability Graduate employability Guidance Integration of experiences Job ready graduates Learner intentionality Limits of educational science Occupational knowledge Occupational specific education Pedagogies practices Practice-based education Practice-based experiences Practicum Student engagement Time jealous students Work integrated learning Workplace experiences 

References

  1. Barsalou, L. W. (2009). Simulation, situated conceptualisation, and prediction. Philosophical Transcactions of the Royal Society B, 364, 1281–1289.CrossRefGoogle Scholar
  2. Billett, S. (1994). Situated learning—a workplace experience. Australian Journal of Adult and Community Education, 34(2), 112–130.Google Scholar
  3. Billett, S. (2001). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431–452.CrossRefGoogle Scholar
  4. Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31–48.CrossRefGoogle Scholar
  5. Billett, S. (2009). Developing agentic professionals through practice-based pedagogies. Sydney: Australian Learning and Teaching Council.Google Scholar
  6. Billett, S. (2011a). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.Google Scholar
  7. Billett, S. (2011b). Vocational education: Purposes, traditions and prospects. Dordrecht: Springer.CrossRefGoogle Scholar
  8. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals. New York: Longmans.Google Scholar
  9. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–34.CrossRefGoogle Scholar
  10. Clarke, M. L. (1971). Higher education in the ancient world. London: Routledge & Kegan Paul.Google Scholar
  11. Corradi, G., Gherardi, S., & Verzelloni, L. (2010). Through the practice lens: Where is the bandwagon of practice-based studies heading? Management Learning, 41(3), 265–283.Google Scholar
  12. Department of Education Science and Training. (2002). Employability skills for the future. Canberra: Department of Education Science and Training, Commonwealth of Australia.Google Scholar
  13. Department of Innovation Universities and Skills. (2008). Higher Education at Work: High Skills: High Value.Google Scholar
  14. Epstein, S. R. (1998). Craft guilds, apprenticeship, and technological change in preindustrial Europe. The Journal of Economic History, 58(3), 684–713.CrossRefGoogle Scholar
  15. Gonon, P. (2009). The quest for modern vocational education: Georg Kerschensteiner between Dewey, Weber and Simmel (Vol. 9). New York: Peter Lang.Google Scholar
  16. Greinhart, W.-D. (2002). European and vocational training systems: the theoretical context of historical development. Paper presented at the Towards a history of vocational education and training (VET) in Europe in a comparative perspective, Florence.Google Scholar
  17. Grubb, W. N., & Badway, N. (1998). Linking school-based and work-based learning: the implications of laguardia’s co-op seminars for school-to-work programs. Berkeley: National Center for Research in Vocational Education.Google Scholar
  18. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  19. Lodge, R. C. (1947). Plato’s theory of education. London: Kegan Paul, Trench, Trubner.Google Scholar
  20. Martin, L. M. W., & Scribner, S. (1991). Laboratory for cognitive studies of work: A case study of the intellectual implications of a new technology. Teachers College Record, 92(4), 582–602.Google Scholar
  21. Organisation for Economic Co-operation and Development. (2010). Learning for jobs. Paris: OECD.Google Scholar
  22. Raizen, S. A. (1991). Learning and work: The research base. Vocational education and training for youth: Towards coherent policy and practice. Paris: OECD.Google Scholar
  23. Scribner, S. (1985). Knowledge at work. Anthropology and Education Quarterly, 16, 199–206.CrossRefGoogle Scholar
  24. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.Google Scholar
  25. Universities Australia. (2008). A national internship scheme: Enhancing the skills and work-readiness of Australian university graduates. Canberra: Universities Australia.Google Scholar
  26. Zuboff, S. (1988). In the age of the smart machine: The future of work and power. New York: Basic Books.Google Scholar

Copyright information

© Springer Netherlands 2015

Authors and Affiliations

  1. 1.Griffith UniversityNathanAustralia

Personalised recommendations