University Teaching in Focus: A Learning-Centred Approach by Lynne Hunt Denise Chalmers

Author:Lynne Hunt,Denise Chalmers
Language: eng
Format: epub
Publisher: University of New South Wales Press
Published: 2016-04-14T04:00:00+00:00

Work-integrated learning and academic research

WIL is concerned with development and change at the level of the individual and the work context. At honours-degree and postgraduate levels WIL often involves the generation of new knowledge for practice and possibly the development of new practices. These activities require methodological approaches to development and systematic change. This implies that WIL involves practitioner-led research undertaken by students. However, in WIL the context and purposes of work have consequences for the value and use of knowledge as the nature of knowledge claims that have value will to a large part be determined by the norms of the work or organisational context. This has important implications for designing professional inquiry as part of WIL (see Costley et al. 2010).

University-constructed paradigms of knowledge and the systematic process by which new knowledge is created and judged are increasingly contested and work-integrated learning is one dimension of that debate. The empirical, positivist paradigm associated with scientific enquiry is deeply rooted in our understanding of academic research; consider our emphasis on research as a systemic process subject to tests of validity and reliability. The researcher is a detached and objective observer of the object of study. This is to be expected given that this is the traditional paradigm for knowledge production in universities and holds sway over much of the general research literature, as well as the assumptions and expectations of university research.

Academic research concentrates upon description and explanation, is conducted systematically and logically, occurs within defined structres and parameters, and is governed by explicitly stated theories and hypotheses. Work-integrated learning is often by design and necessity concerned with knowledge which is unsystematic, socially constructed and focused on actions carried out by the worker–researcher in order to achieve specific outcomes of significance to others.

Work-based knowledge and definitions of knowledge reflect different interest groups. In the context of work, the value of knowledge is performative; it thus follows that sufficiency and timeliness of information to inform or bring about action are key considerations for WIL research projects.

Proposal for a work-based project

The key role of the academic facilitator in WIL is to stimulate project ideas and consideration of the work-based context, the work-based inquiry and its intended use. The following series of questions provides a good start to promote individual or group consideration of work-based projects:

• What do you want your project to achieve?

• What is the potential for impact on the organisation of the project activity as well as the project outcome?

• What difference does it make that it is you undertaking the project? Ideally you want to focus on something which you know already is a major issue for you. How might you personally benefit from the project? Is there a downside?

• What sort of knowledge are you drawing upon – including your own pre-understanding? What sort of knowledge are you trying to create? For example, is it a question of knowing what to do and how to do it? The work context will often mean that knowledge of ‘who’

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