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dc.contributor.authorBillett, Stephen
dc.date.accessioned2017-05-03T12:12:35Z
dc.date.available2017-05-03T12:12:35Z
dc.date.issued2014
dc.date.modified2014-10-07T23:45:11Z
dc.identifier.issn1747-938X
dc.identifier.doi10.1016/j.edurev.2014.01.002
dc.identifier.urihttp://hdl.handle.net/10072/63343
dc.description.abstractThere is growing interest by governments, industry, students and employers in providing tertiary education students with experiences in practice settings (i.e., workplaces) and then integrating those experiences into their educational programs. Yet, the bases for organising and securing such integrations remain unclear. There are quite diverse explanatory accounts about what constitutes such integrations and, therefore, how they might be best enacted and supported within tertiary education. These accounts often differ through their privileging of particular emphases in their conceptualisations. One emphasis is on the qualities and characteristics of each physical and social setting (i.e., workplace and tertiary educational institution) and their potential contributions to students' learning, and reconciling what arises from experiences in each of these settings. Another privileges individuals as meaning makers and their reconciliation of what they experiences in these settings. Advanced here is an account that acknowledges and reconciles these two emphases. This explanatory account comprising a duality that emphasises both what each setting affords students, on the one hand, and, on the other, how learners elect to engage, construe and construct from each setting and then reconcile those experiences as directed by their interests, capacities and cognitive experience. This socio-personal explanation is supported by literature emphasising the contributions between the mediations of social and physical world, and individuals' construing and construction of them, but also the relations amongst them. Having discussed this account as a means to understand the process of integrating those experiences, some considerations of curriculum, pedagogy and epistemological factors are advanced.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent277829 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherElsevier
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto13
dc.relation.ispartofjournalEducational Research Review
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130103
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.titleIntegrating learning experiences across tertiary education and practice settings: A socio-personal account
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2014
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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