Seven question Miriam Zukas Lifelong Learning Institute University of Leeds.

Slides:

Advertisements

Similar presentations

Graduateness, Transdisciplinarity and Work-Based Learning Dr Anita Walsh Senior Lecturer in Work-Based Learning

Advertisements

Learning responsibility on the job? Exploring doctors transitions in the clinical workplace Learning responsibility: Exploring doctors transitions to new.

Department of Hospitality, Leisure & Tourism Management Business School The Higher Education Academy Subject Network Pedagogic Research Day March 2005.

Department of Hospitality, Leisure & Tourism Management Business School Employability through Learning in Hospitality, Leisure, Sport and Tourism Conference.

Learner as worker, worker as learner: new challenges for education and training Nicky Solomon Education and Lifelong learning City University London.

Health librarians: developing professional competence through a Legitimate Peripheral Participation model Sara Clarke and Zoe Thomas Royal Free Hospital.

Helen Gale University of Wolverhampton Linking the Learning and Teaching and Human Resource Strategies via the Development of a Professional Doctorate.

North England Educational Conference Student Placements and the ‘Third Sector’ Thursday 17 January :15 to 4:15pm Ben Duke 1 st Year PhD Student Keele.

Progressing from labour market intelligence reports to HE level provision that is well supported by employers Suzanne Maxwell Head of Continuing Professional.

Module 1 Introduction to Intercultural Leadership in Teaching and Learning.

Jason Powell The University of North Texas.  Traditional instruction separates knowing from doing.  Knowledge is abstract and decontextualized.  Activity.

Workplace learning in context: How organisations and individuals intersect Professor Helen Rainbird, Birmingham Business Workplace learning and the role.

Approaches to ‘Modelling’ as a strategy for teacher educators Challenging current conceptions and practice Pete Boyd University of Cumbria

The Community of Practice Thinking about learning as a process of social participation Teaching and Assessment Network June, 2005.

Bringing Research and Teaching together: towards a vision for a new higher education Dr Angela Brew Institute for Teaching and Learning The University.

Interpreting a Community of Practice Perspective in University Mathematics Faculty Development Maria L. Blanton The James J. Kaput Center University of.

Social and Situated Learning

Learning through volunteering: skills, knowledge, attitudes. Pat Green, Principal Lecturer, Co-ordinator,

Situative Cognition in Educational Psychology Ed Tech Masters Program Summer 2003.

Meaning and Scope Chapter 1.

Identity: A Potential Key Factor in Knowledge Transfer Ed Jones Seton Hall University

 Who was Kurt Lewin and why are his theories important?  What is action research?  Analysis of a qualitative exploratory study of information literacy.

Service as activity A cultural historical approach to service learning

Aspects of professional learning; a new framework for student reflection Rachel Lofthouse & Roger Knill, School of Education, Communication & Language.

Moira Savage & Anthony Barnett University of Worcester Digital literacy, employability and graduate attributes for primary trainee teachers

Hilaire Graham Kate Goodhand and Catherine Ogilvie Transitions to Teaching in Higher Education.

Students’ writing and issues of suitability: Assessing and managing suitability issues during the student life-cycle Dr Lucy Rai and Dr Theresa Lillis.

HEA Conference 2010 Norman Brady “The scourge of student instrumentalism”: an examination of the relationship between pedagogy, personal epistemology and.

International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.

Working It Out: Situated and Work-Related Learning in the Humanities 16th March 2007 An English Subject Centre and Ceth (Centre for Employability and the.

Creating Entrepreneurship: entrepreneurship education for the creative industries David Clews Subject Centre Manager Higher Education Academy Art | Design.

INITIAL AND IN-SERVICE TRAINING OF PRACTITIONERS AND RESEARCH IN THE FIELD OF GUIDANCE IN FINLAND Professor Marjatta Lairio University of Jyväskylä Department.

TRANSFER OF LEARNING INTRODUCTION TYPES OF TRANSFER

Higher education and professional work José-Ginés Mora Technical University of Valencia, Spain.

Research candidates’ skill development: Questions of curriculum and pedagogy Margaret Kiley and Jim Cumming CEDAM The Australian National University.

The contrasting environments that early career academics experience in their departmental teaching and on programmes of initial professional development.

Developing Multiple Identities: Collaborative research as a method of professional learning, in a team of teacher educators. Lin Savage Early Years Programmes.

ALDinHE 2012 CONFERENCE REFLECTIVE BLOGGING A-F Dujardin, Sheffield Hallam University.

Introduction to Practice Scholars Yvonne Thomas December 2011.

Learning Communities in Classrooms: A Re-conceptualization of Educational Practice.

Literacy, the social practices approach and community based learning

Learning to be a social worker in the 21 st century Lesley Cooper and Joan Leeson Wilfrid Laurier University, Ontario, Canada.

NTU First Year Tutorial Initiative Student Writing In Transition Symposium September 2011 Helen Puntha, Centre for Academic Development and Quality.

Not Teaching but What? Academic Support of Higher Level Learning in the Workplace Dr Anita Walsh, Faculty of Continuing Education, Birkbeck College.

Community of Practice as a means to develop leadership capabilities in professionals: Tove Steen Sorensen – Bentham Brighton Business School University.

British Academy of Management BAM (2015) Doctoral Symposium: Research Conversations The impact of higher education on self-perceived employability: standing.

The UQ student employability vision: The University of Queensland will develop highly sought after graduates who have engaged in a range of opportunities,

Supporting Learning Through Internship Design Gill Frigerio Wed 25 March 2015.

Learning to judge student work in the academic workplace Jeff Jawitz Centre for Higher Education Development, UCT Work in progress towards PhD Presentation.

Developing a Work Based Portfolio

Jane Day, Interprofessional Working: An Essential Guide for Health & Social Care Professionals 2/e Nursing and Health Care Practice Series © Cengage Learning.

Teach like a researcher: The contours and implications of a teaching experiments approach to preparing secondary STEM teachers Ian Parker Renga, Ed.M.

28 April 2016 The Institutional Context of the German Vocational Education and Training System Dr. Bernd Reissert Professor and former President Berlin.

The quality of teaching in VET Leesa Wheelahan Productive Pathway Partnerships VISTA 2011 Annual Conference 22 nd – 24 th May 2011.

I ntegrating our research into BSc Diagnostic Radiography curriculum Health Sciences Research Centre 15 th December 2015 Robert Higgins, Peter Hogg, Leslie.

Developing primary student teachers’ subject knowledge: are we making the most of a school-based system? Rupert Knight TEAN 2016.

Bridging the Gap Knowledge Transfer Partnerships Nigel Hemmington.

Defining Ourselves: I-O Psychology’s Identity Quest By: Dr. Ann Marie Ryan Discussion by: Matt Brown.

Understanding Practice based learning in small business Chinese restaurant: A practice theory perspective Ronnie Lui M. Train & Develop., M. Optom., B.

Dr Clare Morris Spring Symposium Dr Clare Morris

Fashion Students Transition to the workplace from University

Socio-Cultural Influences

Situated Cognitive Theory

Meaning and Scope Chapter 1.

Learning through practice in Higher Education .

Constructive Alignment in the Curricula

Overview of Symposium Welcome

Doctoral Students as Co-Teachers in Graduate Courses: An Application of Apprenticeships in Graduate Education Katherine McKee, Agricultural & Extension.

Citing appropriately in academic communities

What aspects of a team make it a Community of Practice?

Presentation transcript:

Seven question Miriam Zukas Lifelong Learning Institute University of Leeds

The theorisation of employability The relationship of discipline to employment areas Theories of skill? Theories of learning? Assumptions of transfer Relations between fields (education, employment) and habitus (including social, cultural, economic capital) Institutional/employment rigging and ranking

Theorisation of employability Brown, Hesketh and Williams (2003) duality of employability: absolute employability – do students have appropriate skills, knowledge and commitment to do the job in question? relative employability – depends on supply and demand; eg 300,000 graduates for fewer than 15,000 elite jobs in Employability=relative chances of acquiring and maintaining different kinds of employment

The relationship of discipline to employment areas Clegg and Bradley (2006) PDPs and ideal types: employment (sport and leisure management, business studies) professional (health and education) academic (humanities, social sciences, parts of engineering) Complex relationship too with pedagogic identities (Malcolm and Zukas, 2006)

Theories of skill? Len Holmes (2001) Graduate identity rather than employability? Link to performance and identity, rather than skill. Knight and Yorke (2003) Forget ad hoc initiatives (placements, PDPs, enterprise modules) and skill USEM instead (understanding, skills, efficacy beliefs, metacognition) Employability as process rather than goal

Theories of learning? Assumes learning as acquisition of something (skill, employability) If learning is participation (Sfard 1998), then employability emerges from legitimate peripheral participation in communities of practice (Lave and Wenger, 1991) – ie apprenticeship

Assumptions of transfer Tennant (1999) – three traditions: Psychological tradition – transfer as tightly controlled and focused Expertise tradition – domain-specific knowledge in expert performance Situated learning perspectives – learning as ‘integral and inseparable aspect of social practice’ (Lave and Wenger 1991, p 31) Reflection on action misconstrued – ‘the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learnt to talk as a key to legitimate peripheral participation’. (Lave and Wenger 1991, p )

Relations between fields (education, employment) and habitus (including social, cultural, economic capital) Bourdieu Hodkinson and Hodkinson Colley and Hodkinson Bowman

Institutional/employment rigging and ranking Brown, Hesketh and Williams (2003) consensus theory; conflict theory; positional conflict theory: institutional rigging and ranking

References Bowman H (2005) ‘It’s a year and then that’s me: masters students’ decision-making’ Journal of Further and Higher Education 29(3) Brown, P Hesketh A and S Williams (2003) ‘Employability in a knowledge-driven economy’, Jnl of Education and Work, 16(2) Clegg, S and S Bradley (2006) ‘Models of personal development planning: practices and processes’, British Educational Research Journal 32(1) Hodkinson, P et al (2005) Holmes, L (2001) ‘Reconsidering graduate employability: the ‘graduate identity’ approach’ Quality in Higher Education 7 (2) Knight, P T and M Yorke (2003) ‘Employability and good learning in higher education’, Teaching in Higher Education, 8 (1) Lave, J and E Wenger (1991) Situated learning: legitimate peripheral participation. Cambridge University Press. Malcolm, J and M Zukas (2006) ‘Pedagogic learning in the pedagogic workplace’ in R Edwards (ed) Learning outside the academy: international perspectives. Routledge Sfard, A (1998) ‘On two metaphors for learning and the dangers for just choosing one’ Educational Researcher 27(2) 4-13 Tennant, M (1999) ‘Is transfer of learning possible?’ In D. Boud and J. Garrick (Eds) Understanding workplace learning. Routledge