Speaking the Same Language: Relevance for a Global Ontology of Work-Integrated Learning
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"Speaking the Same Language: Relevance for a Global Ontology of Work-Integrated Learning" Refereed Paper Session This paper looks at differing perceptions of aspects of work-integrated learning (WIL) in the global context, and discusses the relevancy for establishing an ontology for not only a common 'language', but a common 'culture' and 'identity' in WIL as well. Le Page and Tabouret-Keller (1985) note that people mark their identity through language: This paper will demonstrate, as a linguistic case example, the use of 'Ocker Strine' (Australian Colloquial English) in Australia and how specific cultural usage of terminology can co-exist with a standardized global format, with the issue of a WIL 'identity' being emphasized. As a point of review, the findings of an audit of WIL practice within a single Australian university Faculty of business - the Griffith Business School - will be presented as a case example.
Papers from around the world: refereed papers from the16th World Conference
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Specialist Studies in Education not elsewhere classified