Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability
Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-...
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| Veröffentlicht in: | Higher education Jg. 82; H. 2; S. 307 - 322 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Springer Science + Business Media
01.08.2021
Springer Netherlands Springer Springer Nature B.V |
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| Abstract | Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students. |
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| AbstractList | Work-integrated Learning (WIL) is renowned for providing a bridge between 'theory' and 'practice' that fosters 'employable graduates'. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory-practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where 'theory' and 'practice' is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that 'theory' is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students. Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students. Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students |
| Audience | Higher Education Postsecondary Education Academic |
| Author | Björck, Ville |
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| Cites_doi | 10.1080/03075079.2014.977859 10.1007/s10734-017-0216-z 10.1007/978-94-6209-128-3_5 10.1108/ET-05-2016-0090 10.1080/0158037X.2018.1520210 10.1080/0309877X.2018.1483016 10.1080/0158037X.2010.488353 10.1080/17508487.2017.1303525 10.1007/s10734-017-0207-0 10.4324/9781351121675-12 10.1177/053901847101000201 10.1007/s10734-016-0080-2 10.1007/s10734-014-9759-4 10.1080/03075079.2017.1294152 10.1177/2379298115617736 10.4219/gct-2009-873 10.1163/9789004418707_003 10.1007/978-981-10-5484-6_3 |
| ContentType | Journal Article |
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SulemanFThe employability skills of higher education graduates: insights into conceptual frameworks and methodological optionsHigher Education201876226327810.1007/s10734-017-0207-0 RaelinJAWork-based (not classroom) learning as the apt preparation for the practice of managementManagement Teaching Review201611435110.1177/2379298115617736 JollyJLHistorical perspectives: The national defense education act, current STEM initiative, and the giftedGifted Child Today2009322505310.4219/gct-2009-873 R Lakes (650_CR25) 2011; 9 D Jackson (650_CR22) 2017; 74 F Trede (650_CR37) 2015; 69 F Suleman (650_CR34) 2018; 76 650_CR28 650_CR32 650_CR33 D Jackson (650_CR23) 2018; 76 650_CR35 V Björck (650_CR2) 2020; 42 KE Zegwaard (650_CR42) 2019; 20 R Forgasz (650_CR13) 2018 G Crisp (650_CR10) 2019 M Foucault (650_CR16) 1984 M Dahlstedt (650_CR11) 2017; 60 650_CR1 CM Orr (650_CR29) 2002 650_CR18 650_CR5 650_CR19 D Boud (650_CR4) 2012 650_CR8 M Foucault (650_CR15) 1972 650_CR7 W Letts (650_CR27) 2019 650_CR36 650_CR9 650_CR38 650_CR17 650_CR39 A Fejes (650_CR12) 2010; 32 JA Raelin (650_CR30) 2016; 1 M Clarke (650_CR6) 2018; 43 Hearing about Cooperative and Vocat (650_CR21) 1914 650_CR40 HS Webb (650_CR41) 2013; 4 650_CR20 JL Jolly (650_CR24) 2009; 32 PL Lau (650_CR26) 2018; 3 M Foucault (650_CR14) 1971; 10 V Björck (650_CR3) 2019; 43 C Sin (650_CR31) 2016; 41 |
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