Using Communities of Practice to Investigate Work-Integrated Learning in Engineering Education: A Grounded Theory Approach
Saved in:
| Title: | Using Communities of Practice to Investigate Work-Integrated Learning in Engineering Education: A Grounded Theory Approach |
|---|---|
| Language: | English |
| Authors: | Brayan Diaz, Cesar Delgado, Kevin Han, Collin Lynch |
| Source: | Higher Education: The International Journal of Higher Education Research. 2024 88(6):2419-2443. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 210555 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Engineering Education, Communities of Practice, Education Work Relationship, Partnerships in Education, School Business Relationship, Work Experience Programs, Cooperative Education, STEM Education, STEM Careers, Theory Practice Relationship, Job Skills, Employment Potential, Student Attitudes |
| DOI: | 10.1007/s10734-024-01225-x |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | Industry worldwide calls for highly qualified STEM graduates that are ready to work. Work-integrated learning (WIL) has been implemented to address this need. WIL is a strategy to bridge the gap between theory and practice, and emphasize "employability." However, students often perceive a confusing disconnect between their training and their workplace experience. This paper reports on a study of a graduate engineering course that uses a Communities of Practice (CoP) lens and a grounded theory approach to reconceptualize WIL. Data sources from 2017 to 2022 include 27 students' responses from an open-ended survey and fourteen interviews with students, alumni, and employees from different construction sites that hosted students. Findings show that the articulations of the universities and companies should be centered on creating critical boundary objects and developing skills to allow students to become effective brokers. Furthermore, our analysis revealed that WIL is a bidirectional bridge where students can transfer their expertise through "boundary objects" from the company to the class and vice versa, becoming "brokers" who can participate in and mediate across the two communities. Companies should provide opportunities for "Legitimate Peripheral Participation" (LPP), where students can negotiate their increasing participation from peripheral to full members. The roles of universities, industries, students, and instructors in connecting the university and the workplace are described. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451738 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Industry worldwide calls for highly qualified STEM graduates that are ready to work. Work-integrated learning (WIL) has been implemented to address this need. WIL is a strategy to bridge the gap between theory and practice, and emphasize "employability." However, students often perceive a confusing disconnect between their training and their workplace experience. This paper reports on a study of a graduate engineering course that uses a Communities of Practice (CoP) lens and a grounded theory approach to reconceptualize WIL. Data sources from 2017 to 2022 include 27 students' responses from an open-ended survey and fourteen interviews with students, alumni, and employees from different construction sites that hosted students. Findings show that the articulations of the universities and companies should be centered on creating critical boundary objects and developing skills to allow students to become effective brokers. Furthermore, our analysis revealed that WIL is a bidirectional bridge where students can transfer their expertise through "boundary objects" from the company to the class and vice versa, becoming "brokers" who can participate in and mediate across the two communities. Companies should provide opportunities for "Legitimate Peripheral Participation" (LPP), where students can negotiate their increasing participation from peripheral to full members. The roles of universities, industries, students, and instructors in connecting the university and the workplace are described. |
|---|---|
| ISSN: | 0018-1560 1573-174X |
| DOI: | 10.1007/s10734-024-01225-x |
