Workplaces as Sights (sites) for Learning: An Investigation of the Value of Industry Placements

Author(s):

Annamarie Schuller(presenting / submitting)

Conference:

ECER 2016

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES D 10, Workplaces and Education

Paper Session

Time:

2016-08-22

13:30-15:00

Room:

OB-H1.51

Chair:

Shane Bergin

Contribution

Proposal Information

Both nationally and internationally, calls for stronger linkages between HE and industry continue to rise (Communiqué of the Conference of European Ministers Responsible for Higher Education, 2009; Guthrie, 2010; Skills Australia, 2010, 2011). Additionally, the increasing complexities of the world of work in the 21^st century have created imperatives for building social and human capital to sustain knowledge-based economies (Farrell & Fenwick, 2007; Schmied, 2010), with associated educational challenges in supporting current and future labour market requirements (Guthrie & Clayton, 2010; R Harris et al., 2001).

A central issue in these debates is the role of post-secondary education in equipping learners with requisite knowledge and skills to meet industry’s constantly changing demands, and the broad educational reforms needed to achieve this (Farrell & Fenwick, 2007; Schmied, 2010). To maintain industry relevance, business educators within the higher education (HE) and vocational education and training (VET) sectors require a strong repertoire of knowledge applicable to the disciplines they teach (Misko,1999). Globalisation, competition and rapidly changing work environments continue the demand for developing workforce knowledge and skills to support the growth of new technologies, industry processes and systems.These issues bring a renewed focus upon PD in the tertiary education sector (Billett, 2009; COAG Reform Council, 2010; Guthrie, 2010; Guthrie & Clayton, 2010; Skills Australia, 2011; Wheelahan & Moodie, 2010). Industry’s requirements are complex and constantly changing, with growing concern both locally and internationally about capacities of the HE and VET sectors to meet current and future labour market demands (Grollman, 2008; Guthrie, 2010; Guthrie & Clayton, 2010; Roger Harris, Clayton, & Chappell, 2007).

Whilst much of the literature on educational reforms and teacher PD focuses upon the VET sector, it equally applies to the HE sector (Wheelahan & Moodie, 2010). There is a dearth of research on TPI within the HE sector in Australia, with only one scoping study reported (Bergami & Schüller, 2009) which was limited to an investigation of academics’ perceptual value of a TPI in one university. Similar scoping studies were replicated in the Czech Republic, Malaysia and Pakistan (Bergami, Schuller, & Cheok, 2011; Bergami, Schuller, & Vojtko, 2011; Bergami, Schuller, & Zafar, 2013). Academics appear interested in opportunities to spend time in situ with commercial enterprises, and this seems to converge with the principles of the Bologna process that argue for greater connection between classroom theories and the world of work (Schmied, 2010).

The current Australian study I am undertaking explores the issues that problematize TPI initiatives. It also investiages ways in which TPI initiatives may be modelled to better support workplace learning needs of HE/VET education and industry stakeholders.This submission is based on research data gathered to date from semi-structured interviews conducted as part of a larger mixed-methodology (quan-QUAL) study exploring business discipline HE and VET managers’ views of the value of teacher placerments in industry (TPI) as a form of professional development (PD). For the purpose of this study, HE and VET managers are defined as holding positions of Head of School or equivalent, responsible for the management of course delivery, with direct teaching staff responsibility. Also included are first-line, middle or senior management level individuals from private enterprises.

The key research question underpinning this study asks:

In what ways may TPI enhance individual and organisational capacity building?

Three subsidiary questions were developed to support the research:

a) What are the challenges of implementing, evaluating and supporting TPI arrangements?

b) How might TPI arrangements be enhanced to facilitate knowledge transfer of current business practices to participants and their organisations?

c) How might we know that TPI translates to meeting individual and organisational goals?

Method

Research methods incorporated: A literature search of HE/VET policy contexts and 'texts' on workplace learning and CPD, organizational development for capacity building, and organisational dynamics, from macro and micro perspectives. A sequential two-staged (quan-QUAL) design was adopted. Surveys were first distributed nationally to HE and VET institutions, and industry managers in Qld, NSW, Vic, SA, WA, Northern Territory, Tasmania and the Australian Capitol Territory, enabling a quantitative evaluation of managers' views across a range of variables. Survey data asssisted in framing the questions and themes for the second (QUAL) component of the study, comprising between 5-10 semi-structured interviews from participants in each sampled cohort. Interviews are still in progress. This submission is limited to interview findings to date, gathered from the following cohorts: 1. HE managers (no=6) 2. VET managers (no=5 ) 3. Industry managers (no=8) Five key interview themes were developed. Theme 1 profiles participants’ working trajectory, formal qualifications, and current role/responsibilities. Theme 2 explores participants’ knowledge/experience of TPI. Theme 3 considers today's knowledge and skills requirements of HE/VET educators to prepare ‘work ready’ graduates’, and perceptions of TPI schemes for building knowledge/skills capacities across organizational boundaries. Theme 4 identifies key challenges associated with TPI initiatives, and ways of overcoming these. Theme 5 explores measures for evaluating TPI outcomes. Consistent with grounded theory techniques (Charmaz, 2006, Glaser & Strauss, 1967, Morse, 2007, ), convenience, purposeful and theoretical sampling strategies were used. Convenience sampling helped scope the study by locating managers within the HE/VET and industry sectors who had supported or hosted TPI initiatives in the past, and whose knowledge /experience might shed new insights relevant to their particular field and this study. Having scoped the variations of experience and perspectives, more obvious boundaries of the study materialized. Purposeful sampling was used to guide selection of suitable participants on the assumption their views would reasonably represent this population at large, and therefore, a balanced view. Snowballing techniques were also applied by requesting referrals/introductions from willing interview participants, to colleagues who might also wish to participate in the study. Support with survey distribution was also sought from national industry bodies. A relativist-constructivist perspective was assumed (Charmaz, 2011), accentuating the inter-subjective nature of the qualitative component of the study. Grounded theory was employed using various coding techniques (Charmaz,2006) and an iterative process of constant comparative analysis (Charmaz, 2006; Glaser, 2007; Glaser & Strauss, 1967).

Expected Outcomes

It is anticipated that this study will add to the scholarly research and literature in the field of workplace learning and continuing professional development in the HE and VET sectors. Furthermore, it is expected to contribute to our understanding of the factors that influence TPI policy and practices, and encourage greater investment in such initiatives to build knowledge that supports capacity building across institutional and industry boundaries. The research findings are anticipated to support the development of a new conceptual model that will strengthen future TPI policy frameworks and practices within the Australian HE and VET sectors.These anticipated outcomes are not limited to the Australian context, but have significant relevance and scope for application within European and broader global settings.

References

Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214. Charmaz, K. (2011). Grounded theory methods in social justice research. In N. K. Denzin & Y. Lincoln, S (Eds.), The Sage Handbook of Qualitative Research (pp. 359-380). Los Angeles, CA: Sage. COAG Reform Council. (2010). National Agreement for Skills and Workforce Development: Performance report for 2009. Retrieved from Canberra, ACT: http://www.federalfinancialrelations.gov.au/content/npa/skills/skills-reform/national_agreement.pdf Communiqué of the Conference of European Ministers Responsible for Higher Education. (2009). The Bologna Process 2020 - the European higher education area in the new decade Paper presented at the Conference of European Ministers Responsible for Higher Education, Leuven-Louvain-la-Neuve, Belgium. Farrell, L., & Fenwick, T. (2007). Educating a global workforce? In L. Farrell & T. Fenwick (Eds.), Educating the global workforce: knowledge, knowledge work and knowledge workers (pp. 13-26). Abingdon, UK: Routledge. Fuller, A., & Unwin, L. (2004). Expansive learning environments: Integrating personal and organizational development. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 126-144). London, UK: Routledge. Grollman, P. (2008). Professional competence as a benchmark for a European space of vocational education and training. Journal of European Industrial Training, 32(2/3), 138-156. Harris, R., Clayton, B., & Chappell, C. (2007). Supporting vocational education and training providers in building capacity for the future (pp. 1-4). Canberra, ACT: NCVER. Harris, R., Simons, M., Hill, D., Smith, E., Pearce, R., Blakeley, J., . . . Snewin, D. (2001). The changing role of staff development for teachers and trainers in vocational education and training. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY, USA: Cambridge University Press. Schmied, C. (2010). OECD education ministerial meeting: Investing in human and social capital - new challenges. Paris, France: O.E.C.D. Skills Australia. (2011). Skills for prosperity: A roadmap for vocational education and training. Retrieved from Canberra, ACT: Unwin, L., Felstead, A., Fuller, A., Bishop, D., Lee, T., Jewson, N., & Butler, P. (2007). Looking inside the Russian doll: the interconnections between context, learning and pedagogy in the workplace. Pedagogy, Culture & Society, 15(3), 333 - 348. Retrieved from http://www.informaworld.com/10.1080/14681360701602232 Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press. Wheelahan, L., & Moodie, G. (2010). The quality of teaching in VET: Options paper. Retrieved from Parkville, VIC:

Author Information

Annamarie Schuller (presenting / submitting)

Victoria University

College of Education

Berwick

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