Practice-based Learning in Higher Education | Jostling Cultures | ISBN 9789401795029

Practice-based Learning in Higher Education

Jostling Cultures

herausgegeben von Monica Kennedy, Stephen Billett, Silvia Gherardi und Laurie Grealish
Mitwirkende
Herausgegeben vonMonica Kennedy
Herausgegeben vonStephen Billett
Herausgegeben vonSilvia Gherardi
Herausgegeben vonLaurie Grealish
Buchcover Practice-based Learning in Higher Education  | EAN 9789401795029 | ISBN 94-017-9502-9 | ISBN 978-94-017-9502-9

Practice-based Learning in Higher Education

Jostling Cultures

herausgegeben von Monica Kennedy, Stephen Billett, Silvia Gherardi und Laurie Grealish
Mitwirkende
Herausgegeben vonMonica Kennedy
Herausgegeben vonStephen Billett
Herausgegeben vonSilvia Gherardi
Herausgegeben vonLaurie Grealish
This book addresses issues confronting universities’ attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers. The book engages theory in practices, and draws upon research highlighting the issues and transactions that emerge with implementation of work integrated learning arrangements as uses these resources to discuss and develop further both theoretical premises and procedural contributions. The illustrative cases derive utilise metaphors of culture in their exploration of the epistemologies, structures, politics, histories and rituals which constrain program opportunity and success in making these advances. The volume comprises two main sections, the first laying out focal issues in the integration of learning and work in higher education. This section presents the issues at multiple levels of analysis and in theoretical terms. This section provides a foundation for the second section of the book which introduces a number of research studies illustrative of the issues theorised in the first. The cases highlight the practice of workplace and higher education pedagogy. They provide thick descriptions of experiences of integration and are explicitly focused on the implementation of work integrated programs in higher education. The volume commences with an introductory chapter which sets out the range of issues addressed both theoretically and through illustration in the book and a final chapter critically reviews the contributions and acts to provide a cohesive picture of the learning practices of work and higher education and the possibilities of their integration.