View in EDS PDF Full Text

Knowing Me, Knowing You: Humanitas in Work-Integrated Learning during Adversity

Saved in:
Bibliographic Details
Title: Knowing Me, Knowing You: Humanitas in Work-Integrated Learning during Adversity
Language: English
Authors: Lucas, Patricia, Wilkinson, Helene, Rae, Sally, Dean, Bonnie A., Eady, Michelle J., Capocchiano, Holly, Trede, Franziska, Yuen, Loletta
Source: Journal of University Teaching and Learning Practice. 2021 18(7):159-174.
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Work Experience Programs, COVID-19, Pandemics, Foreign Countries, Educational Change, Educational Practices, Educational Cooperation, Higher Education, Administrators, College Faculty, College Students, Humanization
Geographic Terms: Australia
ISSN: 1449-9789
Abstract: Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The COVID-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. [Note: The page range (159-176) shown on the PDF is incorrect. The correct page range is 159-174.]
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326087
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGj8annpzi_yBJ-XB8jKfMyAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDIcmR-_-in41GYuVegIBEICBm55Dn6hc9qnmWuebveTNz7GgNxF2jyDCt-O5sYH2VToWqBYRdn_D-Wi3etVYNNlBnje4BSUySYhR_nOD-hPaOLShz7SOUuwXQ3Opg7xIc9BC8qzBgEPhEOciDdAYITWXg0-hT6KAqOMn5MI1QsoxQRuQLxw-j-UVKghti1X-ztAa2eaofEMFidq4SPNmIQuF-brZj9cCEmfq2zaC
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1326087
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1326087
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Knowing Me, Knowing You: Humanitas in Work-Integrated Learning during Adversity
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lucas%2C+Patricia%22">Lucas, Patricia</searchLink><br /><searchLink fieldCode="AR" term="%22Wilkinson%2C+Helene%22">Wilkinson, Helene</searchLink><br /><searchLink fieldCode="AR" term="%22Rae%2C+Sally%22">Rae, Sally</searchLink><br /><searchLink fieldCode="AR" term="%22Dean%2C+Bonnie+A%2E%22">Dean, Bonnie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Eady%2C+Michelle+J%2E%22">Eady, Michelle J.</searchLink><br /><searchLink fieldCode="AR" term="%22Capocchiano%2C+Holly%22">Capocchiano, Holly</searchLink><br /><searchLink fieldCode="AR" term="%22Trede%2C+Franziska%22">Trede, Franziska</searchLink><br /><searchLink fieldCode="AR" term="%22Yuen%2C+Loletta%22">Yuen, Loletta</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2021 18(7):159-174.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Work+Experience+Programs%22">Work Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Humanization%22">Humanization</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1449-9789
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The COVID-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. [Note: The page range (159-176) shown on the PDF is incorrect. The correct page range is 159-174.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1326087
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1326087
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 159
    Subjects:
      – SubjectFull: Work Experience Programs
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Humanization
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Knowing Me, Knowing You: Humanitas in Work-Integrated Learning during Adversity
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lucas, Patricia
      – PersonEntity:
          Name:
            NameFull: Wilkinson, Helene
      – PersonEntity:
          Name:
            NameFull: Rae, Sally
      – PersonEntity:
          Name:
            NameFull: Dean, Bonnie A.
      – PersonEntity:
          Name:
            NameFull: Eady, Michelle J.
      – PersonEntity:
          Name:
            NameFull: Capocchiano, Holly
      – PersonEntity:
          Name:
            NameFull: Trede, Franziska
      – PersonEntity:
          Name:
            NameFull: Yuen, Loletta
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 1449-9789
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Journal of University Teaching and Learning Practice
              Type: main
ResultId 1