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Wisdom on All Sides: Reciprocal Partnerships in Transdisciplinary Project-Based Work-Integrated Learning

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Title: Wisdom on All Sides: Reciprocal Partnerships in Transdisciplinary Project-Based Work-Integrated Learning
Language: English
Authors: Alex Baumber, Giedre Kligyte, Susanne Pratt, Jacqueline Melvold, Lucy Allen, Bella Bowdler, Bem Le Hunte, Adrian Buck, Tyler Key
Source: International Journal of Work-Integrated Learning. 2024 25(2):215-233.
Availability: New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Student Projects, Work Experience Programs, Interdisciplinary Approach, Foreign Countries, Personal Autonomy, Learning Processes, Role Theory, Bachelors Degrees, Undergraduate Students, Partnerships in Education, School Business Relationship
Geographic Terms: Australia
ISSN: 2538-1032
Abstract: Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving work-integrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432579
Database: ERIC
FullText Text:
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  Data: Wisdom on All Sides: Reciprocal Partnerships in Transdisciplinary Project-Based Work-Integrated Learning
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  Data: <searchLink fieldCode="AR" term="%22Alex+Baumber%22">Alex Baumber</searchLink><br /><searchLink fieldCode="AR" term="%22Giedre+Kligyte%22">Giedre Kligyte</searchLink><br /><searchLink fieldCode="AR" term="%22Susanne+Pratt%22">Susanne Pratt</searchLink><br /><searchLink fieldCode="AR" term="%22Jacqueline+Melvold%22">Jacqueline Melvold</searchLink><br /><searchLink fieldCode="AR" term="%22Lucy+Allen%22">Lucy Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Bella+Bowdler%22">Bella Bowdler</searchLink><br /><searchLink fieldCode="AR" term="%22Bem+Le+Hunte%22">Bem Le Hunte</searchLink><br /><searchLink fieldCode="AR" term="%22Adrian+Buck%22">Adrian Buck</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+Key%22">Tyler Key</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2024 25(2):215-233.
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  Data: New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving work-integrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
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      – SubjectFull: Student Projects
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      – SubjectFull: Work Experience Programs
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