Developing Connectivity between Education and Work

Description

Future-oriented education needs to invest in the connectivity between learning and working in order to realise its full potential. This book presents guiding principles on how to build these successful connections. By taking an educational perspective and enriching it with insights from human resource development, this book explores the why, how and what of designing for connectivity. This edited volume presents the current knowledge about educational practices and principles that help to realise connectivity between learning and working experiences. Introducing the central perspectives of workplace learning and learning environments at the boundary of school and work, this book presents key research that examines how educators and professionals from organisations and schools can come together with the purpose of realising connectivity in educational programmes. Empirical research showcasing both theoretical and practical insights from real life cases are at the heart of this book. Considering the barriers to achieving connectivity, this book also focuses on how it can be achieved, with ideas and guidance about communication, design principles and best practices. Using carefully chosen international examples, this book is ideal reading for policy makers, practitioners and researchers looking to learn more about connecting learning and working experiences. Cover Half Title Title Page Copyright Page Table of Contents List of figures List of tables Preface List of contributors Section 1: Setting the stage Chapter 1.1: Connectivity between education and work: Theoretical models and insights Introduction Connectivity through facilitating integrative learning processes Connectivity through curriculum design Vocational education and training Higher education Designing an instructional line for workplace learning Conclusion References Chapter 1.2: Rethinking the connective typology of work experience: The challenge of learning through internship Introduction Internship and transitions to employment From the CTWE to the typology of learning through work activity: work experience and internship Researching internship: access and method Case studies of learning though internship Case studies: emerging issues The typology of learning through work activity – the relationship between work experience and internship Conclusion References Chapter 1.3: Integrating workplace learning in formal educational programmes Introduction The workplace as a formal learning context Method Questionnaire and focus group interview Analysis of the questionnaire and focus group interview Issues of reliability and validity Results Phase 1: specifying competencies Integrating workplace learning into the curriculum Developing an instructional line Coordinating with the workplace and/or the learner Formulating competencies Phase 2: acquiring competencies Analysing the workplace and the working process Taking the characteristics of individual learners into account Offering guidance in the workplace Promoting self-directed behaviour on the part of the learner Phase 3: evaluating competencies Evaluating the competencies of the learner Evaluation of the educational institution Evaluation of the workplace Conclusion Acknowledgements References Section 2 : Designing across boundaries Chapter 2.1: Teacher externships: Designing a boundary crossing professional development initiative in higher education Introduction The case of a teacher externship project in Flanders Externship PDI trajectory Application Planning Externship Debriefing Follow-up Theoretical framework The aim of teacher externships The design of teacher externships Studying the outcomes and the design of teacher externships A qualitative case study on teacher externships Participants Data collection Data analysis Results Expected outcomes prior to the externship Expected outcomes for teachers Expected benefits for externship companies Outcomes reported after the externship Outcomes for the teachers Outcomes for the externship companies The design of teacher externships: facilitating and limiting factors Factors at the level of the professional development practice: the teacher externship trajectory Factors at the level of the workplace practice at the externship workplace Factors at the level of the teaching practice: bachelor programme department and colleague teachers Discussion Notes References Chapter 2.2: Learning at the interface of higher education and work: Experiences of students, teachers and workplace partners Introduction 3-P model of student learning at the workplace as analytical framework Aim of the study, data and methods Findings Presage factors of students’ learning in the work-related study modules Students Teachers Workplace partners Students’ learning processes in the work-related study modules Students Teachers Workplace partners Products of students’ learning in the work-related study modules Students Teachers Workplace partners Discussion Acknowledgements References Chapter 2.3: Boundary crossing in vocational education and research: The case of Regional Learning Introduction Method Analysis of initial documents Interviews and observations Formulation and prioritisation of action points for further development Procedure Results Phase 1: RL as initially outlined, according to document analysis Phase 2: RL in practice, according to interviews and observations Phase 3: RL action points for further development identified in co-creation sessions Conclusions and discussion Design, evaluation and further development of RL Lessons learned on boundary crossing in participatory practice-based research The research as intended The research as realised Reflection General conclusion and discussion Notes References Section 3: Boundary objects for connectivity Chapter 3.1: Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education Introduction The Swedish context Digital technology to connect school and workplace-based learning Boundary crossing, learning mechanisms and boundary objects Method and data material Results and discussion Digital technology in relation to coordination Digital technology in relation to reflection Digital technology in relation to transformation Digital technology and different learning mechanisms Conclusion Note References Chapter 3.2: Digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles Introduction The Erfahrraum model: technologies as boundary objects Case 1. The antecedent: the chefs’ experience Methods Context Results Case 2. The actual state: Realto. How innovation proliferates Context Methods Results Case 3. Technology is not necessarily the condition: using interactive videos in different professional domains Context Methods Results Discussion: towards design principles Notes References Section 4: Guidance for connectivity Chapter 4.1: Fostering students’ reflection and employability competences through a mentoring programme in higher education Introduction Mentoring in higher education Definition Dimensions and features Purposes of mentoring Formal and supportive process Developmental mentor–mentee relationship Hierarchical relationship: peer versus expert Types of support The role of reflection Case: mentoring programme in an academic Master’s programme Course phases Mentors and tools The academic mentor The professional mentor Learning Experience System Competence documentation Summative assessment Mentoring programme: putting theory into practice Methodology Design Participants Measures Procedure Data analysis Findings Quantitative Qualitative Mentoring – process Mentoring – relationship Mentoring – support Mentoring – other On the relationship between mentoring and reflection On the relationship between mentoring and employability competences Conclusion and discussion Limitations and future research Practical implications References Chapter 4.2: Collaborative communication between teachers and company supervisors for integrative teaching: An exploratory study in Australia, Germany and Switzerland Introduction Collaborative communication between teachers and company supervisors Designing arrangements to integrate learning at school and in the workplace VET systems and teaching practices in Australia, Switzerland and Germany Methodology Sample Data collection and measures Data analysis Findings Collaborative communication with company supervisors Integrative teaching arrangements Relationship between collaborative communication and integrative teaching arrangements Discussion Conclusions Limitations and future avenues Note References Chapter 4.3: Pedagogic strategies at the boundary of school and work Introduction Learning experiences at the boundary of school and work Challenges of guiding at the boundary of school and work Various perspectives on guidance Coexistence of learning and working Pedagogic strategies at the boundary of school and work Methods Context Participants Data collection Data analysis Results Narrative examples of the steering–empowering continuum Noticing Framing Interventions Conclusions and discussion Conclusions Discussion Limitations Note References Conclusion: On principles for connectivity between education and work Design in collaboration with labour parties Develop a common language Prepare students deliberately Make boundaries between educational contexts and workplace more ambiguous Provide students with guidance in professional growth Provide a variety of working environments and provide space for mistakes and repetition Provide space to discover the professional culture Support the mentor at the workplace Organize reflection and feedback Ensure the quality of workplace learning Conclusion References Index