Students’ Learning Activities Within and Between the Contexts of Education and Work

Endedijk, Maaike Dorine; Bronkhorst, Larike H.

doi:10.1007/s12186-014-9116-x

Cited by 20 publications

(16 citation statements)

References 32 publications

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“…One of the challenges is the lack of concrete integration of academic and work-based knowledge through guidance practices (Endedijk and Bronkhorst 2014). According to a recent study, successful integration of academic and workplace guidance requires matching expert profiles of the learner and the advisors (Hytönen et al 2016).…”

Section: Introductionmentioning

confidence: 99%

How experienced professionals develop their expertise in work-based higher education: a literature review

2018

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This study explores how industry-university partnerships contribute to the expertise development of highly experienced professionals, and what kind of challenges such development entails. We used an integrative approach to review literature and acquire a deeper understanding of how previous research has described the development of expertise in work-based postgraduate higher education. Consistent with earlier research, this review confirms that expertise is developed through transforming and integrating theoretical, practical and self-regulative knowledge. Results suggest that (1) learners should be supported but also allowed to self-manage their learning in order to build agency and self-regulative skills, (2) continuous problem solving with ill-defined, non-routine problems should be encouraged along with challenges that trigger learning, (3) learners' personal transformation process and change of identity should be supported, and (4) expertise development should be viewed as an ongoing, contextdependent and individualised process.

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Section: Introductionmentioning

confidence: 99%

How experienced professionals develop their expertise in work-based higher education: a literature review

2018

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“…Similar to dual education programs (Endedijk and Bronkhorst 2014), learning during part-time education occurs in at least one formal educational setting and one or more informal work settings. Whereas learning and its outcomes in formal education settings are usually typified as abstract and codified, learning in informal settings is generally considered to be context-bound and acquired through interaction (Eraut 2004), potentially impeding what has traditionally been referred to as "transfer".…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Boundary Crossing Support in Part-Time Higher Professional Education Programs

Arts

Bronkhorst

2019

Vocations and Learning

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As learning societies necessitate continuous education, a growing number of part-time programs are being offered. A key challenge for part-time programs is adequately supporting students in connecting their learning within the program to their work life, which in contrast to dual education is not part of the program. To better understand such boundary-crossing support in part-time higher professional education, this explanatory sequential mixed-methods study was conducted. A large-scale study, consisting of quantitative data analysis of the Dutch National Student Survey, confirmed that part-time programs (n = 600) differ in perceived boundary crossing, with a medium effect size of η2 = .13, and that factors postulated in the literature are related. An in-depth cross-case analysis of the boundary-crossing support provided in four purposefully selected part-time higher education programs (with high and low perceived support) indicated that brokers, boundary objects, hybrid practices, boundary interactions, degrees of freedom, degrees of clarity, and supervision are ways to support boundary crossing. These findings provide actionable strategies by which parttime higher professional education programs can support student learning across contexts.

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“…For the purpose of understanding the nature and development of knowledge in vocational education, it is not very helpful to think in terms of dichotomies such as theory versus practice, general versus specific, formal versus informal, or knowing how versus knowing that (Endedijk and Bronkhorst 2014;Tynjälä 2008Tynjälä , 2012. Many scholars acknowledge that the image of knowledge as something general acquired in education and applied in concrete situations is too simplistic to describe students' vocational knowledge development (Billett 2014;Boersma 2004;Eraut 2003;Lave 1988;Smeby and Vågan 2008).…”

Section: Understanding the General Effect Of Sugar In Jam-makingmentioning

confidence: 99%

Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations From Culinary Education

Heusdens

Bakker

Baartman

et al. 2015

Vocations and Learning

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ÖZET Dünyadaki hemen hemen bütün eitim sistemleri, teorik bilgiyi örenciye gerçek hayatla ilikisini göz ardı ederek kazandırmaya çalımalarının bir sonucu olarak transfer edilemeyen, dolayısıyla kullanılamayan bilgi sorunuyla karı karıyadır. Seksenli yılların baında ortaya çıkan yapıcı eitim anlayıı bu soruna yönelik olarak, öretimin örencilerin yaantılarıyla ilikili balamlarda gerçekletirilmesi gerei üzerinde önemle durmaktadır. Bu yazıda, mesleki eitimde teorik bilginin öretimi sorununu yapıcı anlayıın görülerini de kapsayan bir yaklaımla ele alan ve mesleki-akademik eitimi bütünletirmeyi amaçlayan program anlayıı üzerinde durulmakta, ayrıca böyle bir program içeriinin oluturulmasına ilikin bir örnek sunulmaktadır. Anahtar sözcükler: Kullanılamayan bilgi, balamsal içerik, teori öretimi, bütünletirilmi programlar, yapıcı örenme ABSTRACT The question of inert knowledge arising from the lack of correlating knowledge with practice is a common problem for almost all of the systems of education. One of the points which constructive approach emphasis especially after the years 80' in relation to the transferability of knowledge is to facilitate the realization of instruction within the context experienced by students themselves. The first question of which this paper handles is to describe what can a programme aiming at integrating vocational and academic knowledge be with respect to the constructive approach. Then, the way in which such a programme can be developped is illustrated by giving a sample case.

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Students’ Learning Activities Within and Between the Contexts of Education and Work

Cited by 20 publications

References 32 publications

How experienced professionals develop their expertise in work-based higher education: a literature review

How experienced professionals develop their expertise in work-based higher education: a literature review

Boundary Crossing Support in Part-Time Higher Professional Education Programs

Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations From Culinary Education

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