Abstract
The purpose of this chapter is to outline the range of specific educational purposes for providing and integrating practice-based experiences in higher education programs. In preview, it is proposed that these purposes can be categorised as those associated with three educational concerns. These are, firstly, individuals identifying the occupations or specialisations that they will select as their preferred occupations. Secondly is the development of the capacities to be effective in those occupations. Thirdly, is the need to sustain their employability and advancement across lengthening working lives. So, whereas the previous chapter addresses questions about the overall educational purposes of higher education in contemporary times, this chapter addresses the more specific issues of the different kinds of goals and intents able to be addressed through provisions of the integration of practice-based experiences within higher education. All of this acknowledges that both kinds of settings (i.e. the practice and education setting) provide distinct kinds of experiences and make particular contributions to higher education students’ learning for occupational purposes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406.
Ausubel, D. P., & Novak, J. D. (1978). Meaningful reception learning and retention. In D. P. Ausubel, J. D. Novak, & H. Hanesian (Eds.), Educational psychology: A cognitive review (pp. 114–160). New York: Holt Reinhardt and Winston.
Bailey, T. R., Hughes, K. L., & Moore, D. T. (2004). Working knowledge: Work-based learning and educational reform. New York: RoutledgeFalmer.
Bellack, A. A. (1969). History of curriculum thought and practice. Review of Educational Research, 39(3), 283–292.
Billett, S. (2001a). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431–452.
Billett, S. (2001b). Learning in the workplace: Strategies for effective practice. Sydney: Allen and Unwin.
Billett, S. (2009a). Conceptualising learning experiences: Contributions and mediations of the social, personal and brute. Mind, Culture, and Activity, 16(1), 32–47.
Billett, S. (2009b). Developing agentic professionals through practice-based pedagogies. Sydney: Australian Learning and Teaching Council.
Billett, S. (2009c). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827–843.
Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.
Billett, S., & Ovens, C. (2005, December 4–7). Co-opting school students’ experience of paid part-time work. Paper presented at the 13th annual international conference on post-compulsory education and training, Gold Coast, Queensland.
Billett, S., & Ovens, C. (2007). Learning about work, working life and post school options: Guiding students’ reflecting on paid part-time work. Journal of Education and Work, 20(2), 75–90.
Billett, S., Choy, S., Dymock, D., Smith, R., Henderson, A., Tyler, M., & Kelly, A. (2014). Towards more effective continuing education and training for Australian workers. Adelaide: National Centre for Research in Vocational Education.
Brady, L., & Kennedy, K. (2003). Curriculum construction. Frenchs Forest: Pearson Education.
Brown, A. L., & Palinscar, A. M. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction, Essays in honour of Robert Glaser (pp. 393–451). Hillsdale: Erlbaum & Associates.
Cleland, J., Leaman, J., & Billett, S. (2014). Developing medical capacities and dispositions through practice-based experiences. In C. Harteis, A. Rausch, & J. Seifried (Eds.), Discourses on professional learning: On the boundary between learning and working. Dordrecht: Springer.
Cooper, L., Orrel, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. London: Routledge.
Dewey, J. (1916). Democracy and education. New York: The Free Press.
Eames, C., & Coll, R. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180–196). Dordrecht: Springer.
Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273–305.
Fitts, P. M. (1964). Perceptual-motorskill learning. In A. W. Melton (Ed.), Categories of human learning. New York: Academic.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford: Stanford University Press.
Groen, G. J., & Patel, P. (1988). The relationship between comprehension and reasoning in medical expertise. In M. T. H. Chi, R. Glaser, & R. Farr (Eds.), The nature of expertise (pp. 287–310). New York: Erlbaum.
Grubb, W. N., & Badway, N. (1998). Linking school-based and work-based learning: The implications of LaGuardia’s co-op seminars for school-to-work programs (pp. 1–30). Berkeley: National Center for Research in Vocational Education.
Henderson, A., & Alexander, H. (2011). Maximising the integration of medical and nursing students in clinical learning environments: An Australian perspective. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 131–148). Dordrecht: Springer.
Kincheloe, J. L. (1995). Toil and trouble: Good work, smart workers and the integration of academic and vocational education. New York: Peter Lang.
Lakes, R. D. (1994). Critical education for work. In R. D. Lakes (Ed.), Critical education for work: Multidisciplinary approaches (pp. 1–16). Norwood: Alex.
Newton, J. (2011). Reflective learning groups for student nurses. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 119–130). Dordrecht: Springer.
Newton, J., Kelly, C., Kremser, K., Jolly, B., & Billett, S. (2009). The motivations to nurse: An exploration of factors amongst undergraduate students, registered nurses and nurse managers. Journal of Nursing Management, 17(3), 392–400.
Orrell, J. (2011). Good practice report: Work integrated learning. Sydney: Australian Learning and Teaching Council.
Piaget, J. (1971). Structuralism (C. Maschler, trans. and ed.). London: Routledge & Kegan Paul.
Raizen, S. A. (1991). Learning and work: The research base. Vocational education and training for youth: Towards coherent policy and practice. Paris: OECD.
Richards, J., Sweet, L., & Billett, S. (2013). Preparing medical students as agentic learners through enhancing student engagement in clinical education. Asia-Pacific Journal of Cooperative Education, 14(4), 251–263.
Ricks, F. (1996). Principles for Structuring Cooperative Education Programs. Journal of Cooperative Education, 31(2–3), 8–22.
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. In J. W. Wertsch, A. Alvarez, & P. del Rio (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge, UK: Cambridge University Press.
Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Schutz, A. (1970). In H. Wagner (Ed.), On phenomenology and social relations. Chicago: University of Chicago Press.
Simon, R. I., Dippo, D., & Schenke, A. (1991). Learning work: A critical pedagogic of work education. Toronto: The Ontario Institute for Studies in Education.
Stevenson, J. C. (1991). Cognitive structures for the teaching of adaptability in vocational education. In G. Evans (Ed.), Learning and teaching cognitive skills (pp. 144–163). Hawthorn: ACER.
Sun, R., Merrill, E., & Peterson, T. (2001). From implicit skills to explicit knowledge: A bottom-up model of skill development. Cognitive Science, 25, 203–244.
Sweet, L., & Glover, P. (2011). Optimising the follow through for midwifery learning. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings (pp. 83–100). Dordrecht: Springer.
Valsiner, J. (2000). Culture and human development. London: Sage Publications.
Van Lehn, V. (1989). Towards a theory of impasse-driven learning. In H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 19–41). New York: Springer.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Billett, S. (2015). Educational Purposes of Integrating Experiences in Practice and University Settings. In: Integrating Practice-based Experiences into Higher Education. Professional and Practice-based Learning, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7230-3_3
Download citation
DOI: https://doi.org/10.1007/978-94-017-7230-3_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-7229-7
Online ISBN: 978-94-017-7230-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)