Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Problematizing work integrated learning
Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap. (LINA)ORCID-id: 0000-0001-7028-9469
2018 (engelsk)Inngår i: VILÄR abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 1-1Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
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.

sted, utgiver, år, opplag, sider
Trollhättan: Högskolan Väst , 2018. s. 1-1
Emneord [en]
Work integrated learning
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
URN: urn:nbn:se:hv:diva-13434ISBN: 978-91-87531-46-0 (digital)ISBN: 978-91-87531-47-7 (tryckt)OAI: oai:DiVA.org:hv-13434DiVA, id: diva2:1281018
Konferanse
VILÄR, 6-7 december 2018, Mölndal, Sverige
Tilgjengelig fra: 2019-01-21 Laget: 2019-01-21 Sist oppdatert: 2019-10-24bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Björck, Ville

Søk i DiVA

Av forfatter/redaktør
Björck, Ville
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric

isbn
urn-nbn
Totalt: 104 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf