Skip to main content

Educational Purposes of Integrating Experiences in Practice and University Settings

  • Chapter
  • 766 Accesses

Part of the Professional and Practice-based Learning book series (PPBL,volume 13)

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.

Keywords

  • High Education
  • Practice Setting
  • Educational Purpose
  • Practice Experience
  • Prefer Occupation

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-94-017-7230-3_3
  • Chapter length: 23 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   59.99
Price excludes VAT (USA)
  • ISBN: 978-94-017-7230-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   79.99
Price excludes VAT (USA)
Hardcover Book
USD   109.99
Price excludes VAT (USA)

References

  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406.

    CrossRef  Google Scholar 

  • 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.

    Google Scholar 

  • Bailey, T. R., Hughes, K. L., & Moore, D. T. (2004). Working knowledge: Work-based learning and educational reform. New York: RoutledgeFalmer.

    Google Scholar 

  • Bellack, A. A. (1969). History of curriculum thought and practice. Review of Educational Research, 39(3), 283–292.

    Google Scholar 

  • Billett, S. (2001a). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431–452.

    CrossRef  Google Scholar 

  • Billett, S. (2001b). Learning in the workplace: Strategies for effective practice. Sydney: Allen and Unwin.

    Google Scholar 

  • Billett, S. (2009a). Conceptualising learning experiences: Contributions and mediations of the social, personal and brute. Mind, Culture, and Activity, 16(1), 32–47.

    CrossRef  Google Scholar 

  • Billett, S. (2009b). Developing agentic professionals through practice-based pedagogies. Sydney: Australian Learning and Teaching Council.

    Google Scholar 

  • Billett, S. (2009c). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827–843.

    CrossRef  Google Scholar 

  • Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • 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.

    Google Scholar 

  • Brady, L., & Kennedy, K. (2003). Curriculum construction. Frenchs Forest: Pearson Education.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • Cooper, L., Orrel, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. London: Routledge.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education. New York: The Free Press.

    Google Scholar 

  • Eames, C., & Coll, R. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180–196). Dordrecht: Springer.

    CrossRef  Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • Fitts, P. M. (1964). Perceptual-motorskill learning. In A. W. Melton (Ed.), Categories of human learning. New York: Academic.

    Google Scholar 

  • Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford: Stanford University Press.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • Kincheloe, J. L. (1995). Toil and trouble: Good work, smart workers and the integration of academic and vocational education. New York: Peter Lang.

    Google Scholar 

  • Lakes, R. D. (1994). Critical education for work. In R. D. Lakes (Ed.), Critical education for work: Multidisciplinary approaches (pp. 1–16). Norwood: Alex.

    Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • Orrell, J. (2011). Good practice report: Work integrated learning. Sydney: Australian Learning and Teaching Council.

    Google Scholar 

  • Piaget, J. (1971). Structuralism (C. Maschler, trans. and ed.). London: Routledge & Kegan Paul.

    Google Scholar 

  • Raizen, S. A. (1991). Learning and work: The research base. Vocational education and training for youth: Towards coherent policy and practice. Paris: OECD.

    Google Scholar 

  • 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.

    Google Scholar 

  • Ricks, F. (1996). Principles for Structuring Cooperative Education Programs. Journal of Cooperative Education, 31(2–3), 8–22.

    Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Schutz, A. (1970). In H. Wagner (Ed.), On phenomenology and social relations. Chicago: University of Chicago Press.

    Google Scholar 

  • Simon, R. I., Dippo, D., & Schenke, A. (1991). Learning work: A critical pedagogic of work education. Toronto: The Ontario Institute for Studies in Education.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • 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.

    CrossRef  Google Scholar 

  • Valsiner, J. (2000). Culture and human development. London: Sage Publications.

    Google Scholar 

  • 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.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints 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