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Publications (4 of 4) Show all publications
Björck, V. (2020). The idea of academia and the real world and its ironic role in the discourse on Work-integrated Learning. Studies in Continuing Education, 42, 1-16
Open this publication in new window or tab >>The idea of academia and the real world and its ironic role in the discourse on Work-integrated Learning
2020 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 42, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Work-integrated Learning (WIL) seeks to bridge the gap between ‘scholastic’ training and work. This study explores the ironic fact that the WIL discourse remains formed by the idea of academia and the real world, an idea that in decisive ways creates this gap. A genealogical discourse analysis of how this idea operates in 79 present and past official documents promoting the Cooperative Education (Co-op) WIL model is used to explore this ironic fact. Two accounts of this idea are dominant in both present and past documents – the deficit account, which merely creates the stated gap, and the collaborative account, which both creates and bridges this gap. I emphasise that the Co-op and other standard WIL models embody and (re)produce the stated idea because they locate ‘scholastic’ training outside the ‘real world’. This separation dates back to scholè – the ancient Greek school that aimed to disconnect ‘school’ from ‘work’. Because WIL has the opposite aim, I argue that this separation is in fact counterproductive for WIL. Finally, I argue that locating WIL in a third place outside university and working life can be a way of avoiding the separation that (re)produces the idea of academia and the real world.

Keywords
work-integrated learning, cooperative education, genealogy, irony
National Category
Pedagogy
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Public health science; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13040 (URN)10.1080/0158037X.2018.1520210 (DOI)000519570700001 ()2-s2.0-85053891910 (Scopus ID)
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2020-04-02Bibliographically approved
Björck, V. & Johansson, K. (2019). Problematising the theory-practice terminology: a discourse analysis of students  statements on Work-integrated Learning. Journal of Further and Higher Education, 43(10), 1363-1375
Open this publication in new window or tab >>Problematising the theory-practice terminology: a discourse analysis of students  statements on Work-integrated Learning
2019 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 43, no 10, p. 1363-1375Article in journal (Refereed) Published
Abstract [en]

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

Keywords
Learning, workplace learning
National Category
Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12980 (URN)10.1080/0309877X.2018.1483016 (DOI)000489944100004 ()2-s2.0-85050547824 (Scopus ID)
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2020-02-04Bibliographically approved
Haj-Bolouri, A. & Björck, V. (2019). Toward Hybrid Spaces for Immersive Experiences of Work-integrated Learning: An Initial Inquiry. In: Kristina Johansson (Ed.), VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan (pp. 10-10). Trollhättan: University West
Open this publication in new window or tab >>Toward Hybrid Spaces for Immersive Experiences of Work-integrated Learning: An Initial Inquiry
2019 (English)In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 10-10Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This work-in-progress paper briefly scrutinizes and discusses how immersive media (e.g. virtual reality, augmented reality) plays a role in supporting work-integrated learning through immersive experiences.

In order to achieve this, a literature search was performed to identify and scan studies that emphasize immersive media and work-integrated learning. Initial findings resulted in a discussion about the concept of hybrid spaces, and how immersive media can mediate an experience of work-integrated learning in higher education.

Finally, the paper concludes with a short discussion on the limitations of this study and potential research challenges that need to be addressed through further work.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Keywords
Hyubrid spaces, work-integrated learning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14888 (URN)978-91-88847-43-0 (ISBN)978-91-88847-44-7 (ISBN)
Conference
VILÄR 5-6 december 2019, University West, Trollhättan
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved
Björck, V. (2018). Problematizing work integrated learning. In: Kristina Johansson (Ed.), VILÄR abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 1-1). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Problematizing work integrated learning
2018 (English)In: VILÄR abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 1-1Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The discourse on Work-integrated Learning (WIL) has long promoted a binary reading of graduate employability. This reading is problematic because in key ways it polarises 'theory' and 'practice' for students, and thereby create the very theory- practice gap that WIL seeks to bridge. To explore this problem, I conduct a genealogical discourse analysis of how the idea of graduate employability operates in 87 present and past official documents about the Cooperative Education (Co-op) WIL model. The bulk of the empirical material consists of student-oriented brochures that the University of Cincinnati (USA), the University of Waterloo (Canada) and University West (Sweden) have used between 1928 and 2018 to promote Co-op to prospective and enrolled Co-op students. The results show that two accounts of this idea are often used in both present and past documents. These are the practice acclaiming account and the theory and practice account. The former account is merely creating the theory-practice gap while the latter is in one way creating this gap and in another way bridging it. I argue that a non-binary reading of graduate employability could be useful for students because it could emphasise that employability is about knowing how theories (ideas and principles etc.) and practice co-exist in professional work. This message does not disconnect theory from practice but could instead encourage students to learn how they co-exist in this work, an insight which could make them experts at 'doing' theories at work. I finally argue that one way of providing scope for a non-binary reading of graduate employability is to create a non-dualistic WIL desig s how theories and practice co-exist in professional work.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Work integrated learning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13434 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-10-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7028-9469

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