franziska trede, charles sturt university: creating authentic and mutually beneficial wil...

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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






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)






Learning strategies in PBE Problem based learning Peer learning Simulated practice-based learning Independent learning Blended learning Workplace learning






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






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

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)






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.






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






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






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






Different worlds

Context Purpose Identification with one field of practice Positioning Differentiation and boundaries






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






University bias

Lack of respect for community and industry knowledge

Collaboration lacks rigour and incentives Employers as placement providers

Buys & Bursnall 2007






Dominant purpose of WPL from industry perspective Reduced labour cost Enhanced productivity Easier recruitment






Community bias Ivory tower Student knowledge is irrelevant to their

needs Academia can be paternalistic and secretive

Ahmed et al. 2004






Competing perspectives

Theoretical knowledge Supply based education Theory interest Strong teacher focus

Learning

Practical knowledge Demand based work Productivity interest Strong practitioner focus Working






WPL Partnerships are not Research Partnerships

Not well defined Loose time frames Disparate interests

Buys and Bursnall 2007






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






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






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






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?






Recognition Career path Professional development Promotion Resources






Mutuality- Employers and university as partners Collaboration Reciprocal relationship Open communication Regular reviews

Braunstein et al. 2011






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






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






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






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






Authentic WPL Partnerships Foundations Benefits

Equality Mutuality Trust Communication

Effectiveness Usefulness Development of new

and creative practices






Thank you

Franziska Trede [email protected]

CSU - Education for Practice Institute

@ EFPI_CSU

The Education For Professional Practice Group

www.csu.edu.au/efpi

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