Professional and Practice-based Learning

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1 Professional and Practice-based Learning Volume 10 Series Editors Stephen Billett Griffith, Queensland, Australia Christian Harteis Institute of Educational Science, University of Paderborn, Paderborn, Germany Hans Gruber Regensburg, Germany

2 Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience. There are a range of scientific challenges and important focuses within the field of professional learning. These include: understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. analytical explications of those processes that support learning at an individual and an organisational level. understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning. Book proposals for this series may be submitted to the Publishing Editor: Bernadette Ohmer More information about this series at

3 Monica Kennedy Stephen Billett Silvia Gherardi Laurie Grealish Editors Practice-based Learning in Higher Education Jostling Cultures 1 3

4 Editors Monica Kennedy University of Canberra Bruce ACT Australia Stephen Billett Griffith University Nathan Queensland Australia Silvia Gherardi University of Trento Trento Italy Laurie Grealish Griffith University Gold Coast Queensland Australia ISSN ISSN (electronic) Professional and Practice-based Learning ISBN ISBN (ebook) DOI / Library of Congress Control Number: Springer Dordrecht Heidelberg New York London Springer Netherlands 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer is part of Springer Science+Business Media (

5 Series Editors Foreword Across most nations with advanced industrial economies, provisions of higher education are now being increasingly directed towards outcomes associated with specific occupations and the employability of graduates within those occupations. In different ways, university programs are increasingly giving greater consideration to the world of work beyond higher education, and, in many instances, to the particular requirements of specific occupations, and, in some situations, the particular circumstances where occupations are to be practised. Hence, medical education in some instances is not only focusing more completely on clinical aspects of that education, but also particular forms of clinical practice (e.g. in rural settings). One consequence of these changes is for a wider and more comprehensive consideration of the ways in which students practice-based experiences can contribute to their higher education programs and outcomes. Of course, there is nothing particularly new about a consideration of work or practice-based experiences as part of higher education programs. This has long been a part in programs preparing graduates as doctors, lawyers and engineers, and more recently nurses, physiotherapists, journalists and teachers, to take some examples. However, there are now two distinct changes that in some ways that these experiences are being included within higher education programs. Firstly, the growing interest in and need for practice-based experiences to be essential components of higher education programs has seen an increase in the demand for these kinds of experiences because now they are required far more widely in university programs. However, the kinds of models and approaches that have been used in medicine, teaching and nursing to provide these experiences (i.e. supervised placements) may are often not appropriate for a range of occupations now requiring these experiences, but these kind of resource-intensive provisions are unlikely to be available more broadly. Secondly, there is a need for the experiences provided and practice settings and processes accessible within them to be understood as making particular contributions to students higher education. That is, rather than being seen as augmenting, extending or refining what can be learnt in university settings, these experiences have the potential to make quite distinct contributions to students learning and, in particular, their readiness to engage in their selected occupation upon graduation. It follows, therefore, that far greater numbers of university teachers are now engaging in providing these experiences and seeking to utilise them effectively in v

6 vi Series Editors Foreword promoting their students learning, and for a wide range of purposes. Consequently, it is important for examples of the purposes for providing these experiences and instances of how these educational experiences are enacted to be available to inform the broader adoption of practice-based experiences within higher education. The provision of these examples and instances is the key focus of this edited monograph. Its overall project is to emphasise the importance of the role that higher education teachers play in formulating the purposes for their students experiences in practice settings and activities, and then enacting those experiences. Such a role requires understandings of the broader and specific context for higher education provisions including what various interests promote in terms of particular emphases within the purposes of programs and content within courses. Hence, the first set of contributions in this edited monograph set out some of the key issues and concerns associated with the provision of practice-based experiences within higher education. These contributions inform how teachers in higher education might consider or approach providing students with these experiences and for what purposes. The second set of contributions comprises instances of how teachers in higher education across a number of countries have addressed these issues. Importantly, the examples provided here are not merely reflecting pragmatic goals associated with job readiness and employability, as exhorted by some. Instead, issues addressed here include how ethical conduct can be learnt by students, questioning the implications of clinical governance within healthcare education, mediating the influence of professional standards in shaping access to and the kinds of experiences provided within healthcare education, and the role that occupational standards play as mediating artefacts in shaping those provisions. Hence, these contributions address issues that have come to be the concerns of many teaching in higher education, as they attempt to reconcile the range of interests which are shaping the educational purposes of their programs and their students experiences and considering how they should act as higher educators. A third set of contributions addresses aspects of how these provisions might progress. These extend to an appraisal of how electronically-mediated learning experiences can be provided in ways that integrate those founded in practice, those in laboratory work and those which need to accommodate multidisciplinary contributions. Here, specific issues about and formulations for providing and integrating practice-based experiences are advanced, including considerations of how conflicting demands and time constraints play important roles in how teachers in higher education come to engage with and enact practice-based experiences for their students. It is through this set of contributions that variously focus upon the broader educational contextual issues, specific and sometimes contested purposes, and then practices associated with higher education teachers work that this edited monograph makes its contributions. Stephen Billett, Christian Harteis and Hans Gruber

7 Contents 1 Practice-Based Learning in Higher Education: Jostling Cultures... 1 Monica Kennedy, Stephen Billett, Silvia Gherardi and Laurie Grealish 2 The Practices of Using and Integrating Practice-Based Learning in Higher Education Stephen Billett 3 Knowledge Claims and Values in Higher Education Monica Kennedy 4 Developing Critical Moral Agency Through Workplace Engagement Matthew Campbell and Karsten E. Zegwaard 5 Standards and Standardization Catherine Hungerford and Patricia Kench 6 Professional Standards in Curriculum Design: A Socio- Technical Analysis of Nursing Competency Standards Laurie Grealish 7 The Role of Epistemology in Practice-Based Learning: The Case of Artifacts Jordan Williams and Jackie Walkington 8 E-learning as Organizing Practice in Higher Education Marcelo de Souza Bispo 9 Practice-Based Learning of Novices in Higher Education: Legitimate Peripheral Participation (LPP) Revisited Assunta Viteritti vii

8 viii Contents 10 Practice-Based Learning in Community Contexts: A Collaborative Exploration of Pedagogical Principles Judith Smith, Natasha Shaw and Jennifer Tredinnick 11 Managing Competing Demands in the Delivery of Work Integrated Learning: An Institutional Case Study Heather Smigiel, Ceri Macleod and Helen Stephenson 12 Conclusions: Towards an Understanding of Education as a Social Practice Silvia Gherardi Index

9 Contributors Stephen Billett Griffith University, Nathan, QLD, Australia Matthew Campbell Griffith University, Brisbane, QLD, Australia Marcelo de Souza Bispo Federal University of Paraíba Brazil, João Pessoa, Paraíba, Brazil Silvia Gherardi University of Trento, Trento, Italy Laurie Grealish Griffith University, Gold Coast, QLD, Australia Gold Coast, Australia Catherine Hungerford University of Canberra, Canberra, Australia Patricia Kench University of Canberra, Canberra, Australia Monica Kennedy University of Canberra, Bruce, ACT, Australia University of Canberra, Canberra, Australia Ceri Macleod Flinders University, Adelaide, South Australia Natasha Shaw Queensland University of Technology, Brisbane, Australia Heather Smigiel Flinders University, Adelaide, South Australia Judith Smith Queensland University of Technology, Brisbane, Australia Helen Stephenson Flinders University, Adelaide, South Australia Jennifer Tredinnick Queensland University of Technology, Brisbane, Australia Assunta Viteritti Department of Social and Economic Sciences, University Sapienza, Rome, Italy Jackie Walkington University of Canberra, Bruce, ACT, Australia Jordan Williams University of Canberra, Bruce, ACT, Australia Karsten E. Zegwaard University of Waikato, Hamilton, New Zealand ix

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