An exploration of the pedagogies employed to integrate knowledge in work-integrated learning in New Zealand higher education institutions
Date
2009Citation:
Coll, R. K., Eames, C. , Paku, L., Lay, M.,Hodges,D., Bhatt, R., Ram, S., Ayling, D., Fleming, J. | Ferkins, L., Wiersma, C., Martin, A. (2009). An exploration of the pedagogies employed to integrate knowledge in work-integrated learning. The Journal of Cooperative Education and InternshipsPermanent link to Research Bank record:
https://hdl.handle.net/10652/2194Abstract
Work-integrated learning or cooperative education is an educational strategy in which
students undergo conventional academic learning at a higher educational institution and
combine this learning with some time spent in a workplace relevant to their program of
study and career aims (Groenewald, 2004). A key aspect of work-integrated learning is the
notion that it entails the integration of knowledge and skills gained in the higher education
institution and in the workplace. This has two features - the student takes what he or she
has learned on-campus into the workplace when going on a work placement, and likewise
what they learn in the workplace becomes related to, or incorporated into, the next phase of
academic learning when the student returns to study after completing a work-placement.