Franziska Trede, Charles Sturt University: Creating authentic and mutually beneficial WIL partnerships
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Franziska Trede, Charles Sturt University: Creating authentic and mutually beneficial WIL partnerships

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Associate Professor Franziska Trede, Deputy Director, The Education for Practice Institute, Charles Sturt University delivered this presentation at the 2014 Future of Learning conference. This two-day ...

Associate Professor Franziska Trede, Deputy Director, The Education for Practice Institute, Charles Sturt University delivered this presentation at the 2014 Future of Learning conference. This two-day national forum focuses on new approaches, technologies, environments and best practices in post-secondary education. For more information about the annual event, please visit the conference website: http://www.informa.com.au/futurelearningconference

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Franziska Trede, Charles Sturt University: Creating authentic and mutually beneficial WIL partnerships Franziska Trede, Charles Sturt University: Creating authentic and mutually beneficial WIL partnerships Presentation Transcript

  • ES GE DO OR THE Authentic and mutually beneficial Workplace Learning Partnerships A/Prof Franziska Trede The Future of Learning, Sydney, 2014 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE TO THE VIEW
  • 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
  • ES GE Key foundations of PBE DO OR THE 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) THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE TO THE VIEW
  • ES GE Learning strategies in PBE Problem based learning Peer learning Simulated practice-based learning Independent learning Blended learning Workplace learning THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • Defining Workplace Learning DO OR THE WPL involves students learning through engaging in practice in real workplace ‘placements’ with formal or informal supervision by workplace educators. ES GE DO OR THE 6 THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • 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? DO OR THE ES GE Why do we need WPL partnerships? DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • University Context – economic imperative Universities as enterprises Universities as stakeholder organisations Standardisation and graduate learning outcomes Massification Learners as consumers Work readiness Employability
  • DO OR THE ES GE DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • 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)
  • ES GE Workplace Learning DO OR THE 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. DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • WPL in Australian Universities •  •  •  ES GE •  •  •  13 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • 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
  • ES GE Is engagement with industry and community a core value at your university? DO OR THE Do you have engagement policies and practices? DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • Some benefits of WPL partnerships for university Attract guest lecturers Obtain advisory committee members Fund raising revenue Enduring networks with alumni industry Reduced labour cost Easier recruitment Enhanced learning culture Fresh eyes and new ideas
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • What makes WPL partnerships so challenging? Competing interests
  • ES GE DO OR THE Different worlds Context Purpose Identification with one field of practice Positioning Differentiation and boundaries DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE Dominant purpose of WPL from university perspective DO OR THE • Apply theory to practice • Offer WPL at the end of course to enhance work readiness / employability • Meet accreditation requirements DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE DO OR THE University bias Lack of respect for community and industry knowledge Collaboration lacks rigour and incentives Employers as placement providers Buys & Bursnall 2007 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE TO THE VIEW
  • ES GE Dominant purpose of WPL from industry perspective DO OR THE Reduced labour cost Enhanced productivity Easier recruitment DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE DO OR THE Community bias Ivory tower Student knowledge is irrelevant to their needs Academia can be paternalistic and secretive Ahmed et al. 2004 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE TO THE VIEW
  • ES GE Competing perspectives Theoretical knowledge Supply based education Theory interest Strong teacher focus DO OR THE Practical knowledge Demand based work Productivity interest Strong practitioner focus Working Learning DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE WPL Partnerships are not Research Partnerships DO OR THE Not well defined Loose time frames Disparate interests Buys and Bursnall 2007 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE TO THE VIEW
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE 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? THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • 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
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • How might you go about starting a WPL partnership from scratch?
  • s te r s fo k cial wor nefi ame y be l a t fr tual u Wh dm ips? ersh ic an t a r tn hen aut PL p W
  • ES GE DO OR THE Recognition Career path Professional development Promotion Resources DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE MutualityEmployers and university as partners Collaboration Reciprocal relationship Open communication Regular reviews Braunstein et al. 2011 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE Who is the university partner? Subject coordinator Course coordinator Head of school Dean of faculty PVC engagement Careers office DO OR THE DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • 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
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE 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 THE EDUCATION FOR PRACTICE INSTITUTE DO OR THE DO OR THE TO THE VIEW
  • ES GE Authentic WPL Partnerships Foundations Equality Mutuality Trust Communication DO OR THE Benefits Effectiveness Usefulness Development of new and creative practices DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW
  • ES GE Join us Thank you Franziska Trede ftrede@csu.edu.au CSU - Education for Practice Institute DO OR THE @ EFPI_CSU The Education For Professional Practice Group www.csu.edu.au/efpi DO OR THE THE EDUCATION FOR PRACTICE INSTITUTE TO THE VIEW