franziska trede, charles sturt university: creating authentic and mutually beneficial wil...
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THE EDUCATION FOR PRACTICE INSTITUTE
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Authentic and mutually beneficial Workplace Learning Partnerships
The Future of Learning, Sydney, 2014
A/Prof Franziska Trede
Outline
What is Workplace Learning (WPL)?
Why do we need WPL partnerships?
What makes them so challenging?
What frameworks foster authentic and mutually beneficial WPL partnerships?
Framing Practice Based Education
PBE in higher education institutions is an approach to education that is grounded in the preparation of graduates for occupational practice.
Higgs, 2011
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THE EDUCATION FOR PRACTICE INSTITUTE
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Key foundations of PBE
Situated or contextualised learning,
Learning in multiple communities of practice,
Socialisation into professional worlds,
Engagement, through relationships and partnerships,
Development of capabilities and behaviours for work, and society roles/contributions.
(Higgs 2011)
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THE EDUCATION FOR PRACTICE INSTITUTE
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Learning strategies in PBE Problem based learning Peer learning Simulated practice-based learning Independent learning Blended learning Workplace learning
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THE EDUCATION FOR PRACTICE INSTITUTE
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Defining Workplace Learning
WPL involves students learning through engaging in practice in real workplace ‘placements’ with formal or informal supervision by workplace educators.
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Unique learning opportunities of WPL are:
Embodied Authentic
Physical Unpredictable
Informal Incidental
Tacit learning through observing and engaging in practice within workplace cultures
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THE EDUCATION FOR PRACTICE INSTITUTE
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Why do we need WPL?
Why do we need WPL partnerships?
University Context – economic imperative Universities as enterprises Universities as stakeholder organisations Standardisation and graduate learning outcomes Massification Learners as consumers Work readiness Employability
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THE EDUCATION FOR PRACTICE INSTITUTE
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New knowledge society • trans-disciplinary knowledge • interprofessional learning • collective learning (Allen & van der Velden 2011)
• applied and interactive knowledge (Barnett 2012)
• intercultural competence (Trede et al. 2013)
• lifelong and deliberate learning in diverse communities (Trede & McEwen 2013)
• universities cannot prepare students for work solo (Trede & Smith 2012)
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THE EDUCATION FOR PRACTICE INSTITUTE
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Workplace Learning a solution for universities to overcome their ivory tower reputation, elitism, isolation and perceived academic irrelevance. a solution to prepare students for work and enhance employability.
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THE EDUCATION FOR PRACTICE INSTITUTE
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WPL in Australian Universities • Australian economy has experienced skill shortages • Competition for graduate employment is increasing • Employers continue to demand graduates with generic skills and
work experience • WPL is increasingly integrated into most university strategic
plans • Many courses traditionally have mandatory WPL for professional
accreditation , e.g. medicine, law, physiotherapy
• Expansion of WPL in non-mandatory courses to ensure industry relevant curriculum and employable graduates
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WPL Partnership imperatives
Universities are part of society and need to contribute to economic imperative and future workforce
Employers need to participate in producing work ready graduates
There is a need to engage with the blurred boundary between university and industry
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THE EDUCATION FOR PRACTICE INSTITUTE
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Is engagement with industry and community a core value at your university?
Do you have engagement policies and practices?
Some benefits of WPL partnerships for
university industry
Attract guest lecturers Obtain advisory
committee members Fund raising revenue Enduring networks with
alumni
Reduced labour cost Easier recruitment Enhanced learning
culture Fresh eyes and new
ideas
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THE EDUCATION FOR PRACTICE INSTITUTE
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Benefits for students • Become members of their practice communities • Develop professional networks • Help to socialise into their profession • Encourage different ways of knowing • Assist to learn from actions • Promote sharing of practice roles • Promote development of practice knowledge and skills • Encourage to develop and question practices • Help to become global citizens and members of an
occupation
What makes WPL partnerships so challenging?
Competing interests
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THE EDUCATION FOR PRACTICE INSTITUTE
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Different worlds
Context Purpose Identification with one field of practice Positioning Differentiation and boundaries
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THE EDUCATION FOR PRACTICE INSTITUTE
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Dominant purpose of WPL from university perspective
• Apply theory to practice • Offer WPL at the end of course to enhance work readiness / employability • Meet accreditation requirements
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THE EDUCATION FOR PRACTICE INSTITUTE
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University bias
Lack of respect for community and industry knowledge
Collaboration lacks rigour and incentives Employers as placement providers
Buys & Bursnall 2007
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THE EDUCATION FOR PRACTICE INSTITUTE
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Dominant purpose of WPL from industry perspective Reduced labour cost Enhanced productivity Easier recruitment
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THE EDUCATION FOR PRACTICE INSTITUTE
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Community bias Ivory tower Student knowledge is irrelevant to their
needs Academia can be paternalistic and secretive
Ahmed et al. 2004
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THE EDUCATION FOR PRACTICE INSTITUTE
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Competing perspectives
Theoretical knowledge Supply based education Theory interest Strong teacher focus
Learning
Practical knowledge Demand based work Productivity interest Strong practitioner focus Working
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THE EDUCATION FOR PRACTICE INSTITUTE
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WPL Partnerships are not Research Partnerships
Not well defined Loose time frames Disparate interests
Buys and Bursnall 2007
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THE EDUCATION FOR PRACTICE INSTITUTE
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Narrow perspective of WPL
Quick fix Process orientation Short-term Not blending learning and working Not about learning for future practice Reduced benefits for all
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THE EDUCATION FOR PRACTICE INSTITUTE
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Imbalances in WPL partnerships
Who steers WPL? Who learns from whom? Who teaches whom? Who is responsible for assessing student learning
in workplace placements? Whose interests prevail?
Shared challenges of WPL Partnerships
Competing priorities Workload Communication Disruptive nature of WPL Complexity Risk management Not entirely under university or workplace control Dual role of teacher and practitioner Partnerships lack focus, commitment and
resources
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THE EDUCATION FOR PRACTICE INSTITUTE
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Leading Workplace Learning: an academic leadership project
Survey 360 degree evaluation Academic leadership program for WPL
academics Action learning projects
OLT funded project lead by Curtin and Charles Sturt University
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THE EDUCATION FOR PRACTICE INSTITUTE
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Key Outcomes Heavy investment in operational aspects of
WPL Less focus on strategic aspects of WPL such
as developing broker and innovator roles Academics face workload issues and time
management challenges Academic leadership in WPL partnerships
requires time, institutional support and recognition Jones et al. 2013
How might you go about starting a WPL partnership from scratch?
What frameworks foster
authentic and mutually beneficial
WPL partnerships?
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Recognition Career path Professional development Promotion Resources
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THE EDUCATION FOR PRACTICE INSTITUTE
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Mutuality- Employers and university as partners Collaboration Reciprocal relationship Open communication Regular reviews
Braunstein et al. 2011
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THE EDUCATION FOR PRACTICE INSTITUTE
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Who is the university partner?
Subject coordinator Course coordinator Head of school Dean of faculty PVC engagement Careers office
Who is the industry contact?
Human Resources (HR) – Recruiters or other HR staff
Practitioners – professionals who supervise students
Managers – People who directly manage people
Executives – Senior executives of and organization
Maguire Associates, Inc. © 2013
Key activities towards mutual benefits • formulating agreed goals (memorandum of understanding or strategic
partnership agreement) • fostering a deliberate strategy to link, interconnect, interact and share
ideas • recognising the different ideologies and stakeholder interests (at the
negotiating table) • administrative support and ongoing funds to coordinate the ‘working
together’ activities • having agreed processes for open dialogue, feedback, questioning,
review, and reflection • collaborative planning activities to engage a mix of key stakeholders
(strength in the diversity) • Seeking dialogue around the ambiguity and potential risks
Peirce 2005
Communicative Conditions
Reason prevails over power Everybody takes a self-reflective stance Everybody needs to be transparent
Habermas 1984
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THE EDUCATION FOR PRACTICE INSTITUTE
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Successful WPL partnerships are built on effective inter-spaces
Collective reflective spaces Applying multiple pedagogies Integrating knowledges WPL staff and students as boundary crossers WPL students as learners and pre-accredited
professionals Svensson et al. 2009
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THE EDUCATION FOR PRACTICE INSTITUTE
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WPL partnerships as a Homology Different and shared interests and beliefs Engage with the tensions Complement each other Work within other fields of practice to strengthen
their dominant field of practice Leads to greater autonomy and legitimacy
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THE EDUCATION FOR PRACTICE INSTITUTE
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Finding a Balance – appreciative and critical Strengthening employability and enhancing WPL
pedagogy Academics as practice based educators Practitioners as experts and as facilitators of
learning Learning to work and working to learn Sharing the decision making mandate with partners
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THE EDUCATION FOR PRACTICE INSTITUTE
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Authentic WPL Partnerships Foundations Benefits
Equality Mutuality Trust Communication
Effectiveness Usefulness Development of new
and creative practices
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THE EDUCATION FOR PRACTICE INSTITUTE
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Thank you
Franziska Trede ftrede@csu.edu.au
CSU - Education for Practice Institute
@ EFPI_CSU
The Education For Professional Practice Group
www.csu.edu.au/efpi
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