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 |
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