PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.
This paper questions the role and form of ethnography in the studio setting through a comparative analysis of interviews with service and brand designers, and the promotional rhetoric of the studio organizations in which they work. It proposes that the way in which designers practice ‘ethnography’ consists of an adapted and hybrid methodological approach based not on theoretically informed data collection, analysis and interpretation, but instead of an assemblage of embodied research approaches. The ways in which designers substitute proxy audience membership, performance and praxiography for traditional ethnographic methods in their creative work and their acts of negotiation between the structural expectations of the studio organization and their own practice of cultural production are considered.
Design thinking is a critical and creative process understood to support innovation and creative idea generation in a wide variety of contexts. Increasingly, it is being used as a pedagogical approach by educators interested in supporting divergent thinking skill development. This study evaluated the effects of the use of design thinking practices on student learning within the context of the first-year post-secondary classroom. Analysis of student generated reflective statements and of in-class student work demonstrated that the use of design thinking practices may improve creative and critical thought and may enable students to achieve question- focused and divergent thinking-focused learning outcomes more easily. We know that the core of all student learning is in asking strong and resonant questions—this study demonstrates that the inclusion of design thinking practices in an undergraduate learning community may foster the skills required to do this critical work.
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