Employability and work-related learning activities in higher education: how strategies differ across academic environments

Marie Magnell, Anette Kolmos

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

1 Citation (Scopus)

Resumé

The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.
OriginalsprogEngelsk
TidsskriftTertiary Education and Management
Vol/bind23
Udgave nummer2
Sider (fra-til)103-114
Antal sider12
ISSN1358-3883
DOI
StatusUdgivet - 2017

Fingerprint

employability
learning
education
curriculum
Employability
profession
staff
responsibility
Teaching
interview
Education
Curriculum
Values

Citer dette

@article{eac734ae175b439aa73b381d44b6ecc3,
title = "Employability and work-related learning activities in higher education: how strategies differ across academic environments",
abstract = "The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.",
author = "Marie Magnell and Anette Kolmos",
year = "2017",
doi = "10.1080/13583883.2016.1257649",
language = "English",
volume = "23",
pages = "103--114",
journal = "Tertiary Education and Management",
issn = "1358-3883",
publisher = "Routledge",
number = "2",

}

Employability and work-related learning activities in higher education : how strategies differ across academic environments. / Magnell, Marie; Kolmos, Anette.

I: Tertiary Education and Management, Bind 23, Nr. 2, 2017, s. 103-114.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Employability and work-related learning activities in higher education

T2 - how strategies differ across academic environments

AU - Magnell, Marie

AU - Kolmos, Anette

PY - 2017

Y1 - 2017

N2 - The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.

AB - The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.

U2 - 10.1080/13583883.2016.1257649

DO - 10.1080/13583883.2016.1257649

M3 - Journal article

VL - 23

SP - 103

EP - 114

JO - Tertiary Education and Management

JF - Tertiary Education and Management

SN - 1358-3883

IS - 2

ER -