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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Bibliographic Details
Published in:	Higher education Vol. 82; no. 2; pp. 307 - 322
Main Author:	Björck, Ville
Format:	Journal Article
Language:	English
Published:	Dordrecht Springer Science + Business Media 01.08.2021 Springer Netherlands Springer Springer Nature B.V
Subjects:	Accounts Alternative approaches Arbetsintegrerat lärande Ascription College Graduates Cooperation Cooperative Education Cooperative learning Discourse analysis Dualistic vs. non-dualistic · Graduate employability · Theory–practice gap · Work-integrated Learning · Cooperative Education · Genealogy Education Education, Cooperative Educational research Employability Employment Potential Genealogy Higher Education Learning Activities Meaning Official documents School-to-work transition Students Theory Theory Practice Relationship Universities University graduates Work Work Experience Programs Work Integrated Learning Workplace learning Sweden non-dualistic Genealogy Dualistic Work-integrated Learning Cooperative Education Graduate employability Theory–practice gap
ISSN:	0018-1560, 1573-174X, 1573-174X
Online Access:	Get full text
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