Learning Through Work Experience

By David Guile, T. Griffiths. 2001

451 citations recorded by the source corpus.

How students learn and develop through work experience is here analysed. We draw upon contemporary learning theory, recent developments in the adult education and curriculum theory in developing a critique of current thinking and explore how far this provides the basis for a new pedagogic model for supporting learning through work experience. We discuss the concept of 'context' and the learning which occurs within and between the different contexts of education and work and argue that most models of work experience have either ignored the influence of context upon learning or have approached this issue mechanistically. New curriculum frameworks are needed to and to allow work in all of its forms to be used as a basis for the development of knowledge, skills and identity. We present a typology of work experience which identifies models of work experience, including a model which embodies the concept of 'connectivity'. We suggest that this may provide the basis for a productive and useful relationship between formal and informal learning.

Subfields: Education, Human Factors and Ergonomics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/8ee7083942a384c81e70388b9902726add87034e

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In Education

In Human Factors and Ergonomics

In Political Science and International Relations

Citations in the corpus

The Effect of Authentic Project-Based Learning on Attitudes and Career Aspirations in STEM. (2019, background): “…PjBL should be especially influential in the development of career interests for postsecondary students given that PjBL experiences straddle educational and professional realms, mirroring what students may encounter as young professionals (Guile & Griffiths, 2001; Lima, Mesquita, & Flores, 2014).”
Perspectives into learning at the workplace (2008, background): “Models of work experience (Guile & Griffiths, 2001): The traditional model.”
Factors promoting vocational students’ learning at work: study on student experiences (2014, background): “Some researchers have suggested that the connection between theory and practice should be written into curricula (Guile and Griffiths 2001 ; see also Boud 2001 ; Fuller and Unwin 1998 ; Young 1998 ).”
Crossing Boundaries Between School and Work During Apprenticeships (2012, background): “Instead, some scholars have started to take a ‘relational’ approach toward the school-work discussion, considering how relations between both sites can be established despite the differences existing between them (e.g., Guile and Griffiths 2001; Onstenk and Janmaat 2006; Poortman 2007).”
Enhancing graduate employability: best intentions and mixed outcomes (2006, background): “However, Guile and Griffiths (2001) argue from a social psychological perspective that, by overlooking the extent to which knowledge and skill use are embedded within the context in which they are developed, many work experience programmes fail to recognise that it is not work experience in itself…”
Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability (2015, background): “To achieve work readiness graduate learners are expected to acquire task competence and demonstrate proficiency at the exit stage of university education and entry stage of graduate employment (Guile and Griffiths 2001).”
Boundary Crossing and Boundary Objects (2011, unknown): “general 3 Guile and Griffiths (2001); Hung and Chen (2007); Saunders”
Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy (2016, unknown): “In order to develop professional competence, the interaction and integration of theoretical and practical knowledge is essential (e.g. Griffiths and Guile 2003; Guile and Griffiths 2001; Leinhardt, McCarthy Young, and Merriman, 1995).”
Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots (2006, background): “Ideally, this results in a three-way partnership between the client, the student and the teacher (see, e.g., Guile and Griffiths 2001 ).”