Driving change: Students shaping and re-shaping work-integrated learning spaces

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st century society requires expansion of competence and skills focused university curricula. Academic institutions are challenged to rejuvenate curricula to encompass besides the development of students’ technical and cognitive skills the development of students’ ability to engage with and drive their own learning, thereby developing graduates who can thrive in a fluid world. Work-integrated learning (WIL) is increasingly being embraced as a possible remedy to answer this call for career-ready graduates (Goulter &Patrick, 2010). Consideration of specific work-integrated learning pedagogies underpinned by situated and workplace-learning theories that privilege student participation in workplace activities is required (Patton, Higgs, & Smith,2013). The critical contribution of student disposition to the shaping and reshaping of workplace learning spaces and the central position of students in driving not just receiving workplace learning must be part of the pedagogical change. Building on my doctoral research that used photo-elicitation techniques to explore physiotherapy students’ learning in clinical workplaces(Patton, 2014), as well as contemporary literature, this chapter introduces visual spaces as a pedagogical strategy to assist students to drive their own unique learning in workplaces.
Original languageEnglish
Title of host publicationWork-integrated learning in the 21st century
Subtitle of host publicationGlobal perspectives on the future
EditorsTracey Bowen, Maureen Drysdale
Place of PublicationBingley, UK
PublisherEmerald Group Publishing Limited
Pages163-176
Number of pages14
ISBN (Electronic)9781787148598
ISBN (Print)9781787148604
DOIs
Publication statusPublished - 11 Sep 2017

Publication series

NameInternational Perspectives on Education and Society
PublisherEmerald Publishing Limited
Volume32

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  • Cite this

    Patton, N. (2017). Driving change: Students shaping and re-shaping work-integrated learning spaces. In T. Bowen, & M. Drysdale (Eds.), Work-integrated learning in the 21st century: Global perspectives on the future (pp. 163-176). (International Perspectives on Education and Society; Vol. 32). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-367920170000032010