Hill Publishing Group | contact@hillpublisher.com

Hill Publishing Group

Location:Home / Journals / The Educational Review, USA /

DOI:http://dx.doi.org/10.26855/er.2020.05.001

Orchestrating of Learning in Higher Education Through Internships

Date: May 26,2020 |Hits: 5863 Download PDF How to cite this paper

Ingemar Johansson *, Thomas Winman

University West, Sweden.

*Corresponding author: Ingemar Johansson, University West, Sweden.

Abstract

Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and    knowledge domains. We examined the organization and implementation of  internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy   documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for   pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships  pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

References

Auerbach, A., & Wolinsky-Nahmias, Y. (2020). Evaluating alternative designs of internship programs. Political Science Education and the Profession (pp. 1-25). 

Chu, S. K. W. (2020). Internship in higher education. Social media tools in experiential internship learning. (pp. 31-45). Singapore: Springer.

Cochran-Smith, M., & Lytle, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & C. D. Pearson (Eds.), Review of research in education (24, pp. 249-305). Washington, DC: American Educational Research Association.

Crumb, L., Larkin, R., Johnson, M., Smith, J., Howard, A., & Glenn, C. T. (2018). An interprofessional internship model for training master’s level social work and counseling students in higher education settings. Journal of Human Behavior in the Social  Environment, 28(8), 1091-1096.

Custers, E. J., & ten Cate, O. (2018). The history of medical education in Europe and the United States, with respect to time and proficiency. Academic Medicine, 93(3S), S49-S54.

Dewey, J. (1996). En analys av det reflektiva tänkandet [An analysis of reflective thinking]. In C. Brusling & G. Strömqvist (Eds.), Reflektion och praktik i läraryrket [Reflection and practice in the teaching profession] (pp. 15-28). Lund, Sweden: Studentlitteratur. (Original work published 1933)

Ducasse, A. M., & Hill, K. (2019). Developing student feedback literacy using educational technology and the reflective feedback conversation. Practitioner Research in Higher Education, 12(1), 24-37.

Frew, E., & Smith, K. (2019). Engaging students in the internship experience: A conversation. In CAUTHE 2019: Sustainability of Tourism, Hospitality & Events in a Disruptive Digital Age: Proceedings of the 29th Annual Conference (p. 463). Central Queensland University, Australia.

Goh, A. Y. S. (2019). Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education, 41(1), 1-16.

Griffin, J., Lorenz, G. F., & Mitchell, D. (2010). A study of outcomes- oriented student reflection during internship: The integrated, coordinated, and reflection based model of learning and experiential education. University Office. Paper 2.

Guile, D., & Young, M. (2003). Transfer and transition in vocational education. Some theoretical considerations. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 63-68). Amsterdam, the Netherlands: Pergamon.

Gustafsson, B. (2008). Arbetsliv – I ljuset av ingripandets kunskapsteori. Innovativ design – Arkitektur [Working life - In the light of the knowledge theory of intervention. Innovative design - Architecture]. Gothenburg: Chalmers University of Technology.

Hager, P., & Hodkinson, P. (2011). Becoming as an appropriate metaphor for understanding professional learning. In: Becoming” a professional (pp. 33-56). Dordrecht, the Netherlands: Springer.

Hegander, H. (2010). Mellan akademi och profession: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning [Between academia and profession: How teacher knowledge is formulated and assessed in business-based teacher education], Doctoral dissertation. Linköping University, Sweden.

Kolb, D.A. (1999). Learning Style Inventory-version 3: TRG Hay/McBer. Boston, MA: Training Resources Group.

Kuhn, S. T. (1970). The structure of scientific revolutions. Chicago, IL: The University of Chicago Press.

Lane, M., Moore, A., Hooper, L., Menzies, V., Cooper, B., Shaw, N., & Rueckert, C. (2019). Dimensions of student success: A framework for defining and evaluating support for learning in higher education. Higher Education Research & Development, 38(5), 954-968.

Lave, J., & Wenger, E. (1991). Situated learning. New York, NY: Cambridge University Press.

Narayanan, S. (2019). Theoretical lens of communities of practice (COP) fostering the study of Quebec pre-service teachers developing enquiry-based teaching practices to teach environmental sustainability concepts. Academic Discourse, 8(1), 11-20.

Ripamonti, S., Galuppo, L., Bruno, A., Ivaldi, S., & Scaratti, G. (2018). Reconstructing the internship program as a critical reflexive practice: The role of tutorship. Teaching in Higher Education, 23(6), 751-768.

Säljö, R. (2000). Lärande i praktiken [Learning in practice]. Stockholm, Sweden: Prisma.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Silva, P., Lopes, B., Costa, M., Melo, A. I., Dias, G. P., Brito, E., & Seabra, D. (2018). The million-dollar question: can internships boost employment? Studies in Higher Education, 43(1), 2-21.

Van Manen, M. (1991). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23(6), 507-536.

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

Winman, T. (2012). Transforming information into practical actions: A study of professional knowledge in the use of electronic  patient records. Doctoral Thesis, University West, Sweden.

Winman, T., & Westerlind, M. (2019). Dimensions of professional knowledge. Social Work and Social Welfare, 1(1), 13-22.

Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Journal of Educational Technology &  Society, 12(2), 11-21.

Zoellner, B. P., Chant, R. H., & Lee, K. (2017). Do we do Dewey? Using a dispositional framework to examine reflection within internship professional development plans. The Teacher Educator, 52(3), 203-221.

How to cite this paper

Orchestrating of Learning in Higher Education Through Internships

How to cite this paper: Ingemar Johansson, Thomas Winman. (2020). Orchestrating of Learning in Higher Education Through Internships. The Educational Review, USA, 4(5), 101-112.

DOI: http://dx.doi.org/10.26855/er.2020.05.001

Free HPG Newsletters

Add your e-mail address to receive free newsletters from Hill Publishing Group.

Contact us

Hill Publishing Group

8825 53rd Ave

Elmhurst, NY 11373, USA

E-mail: contact@hillpublisher.com

Copyright © 2019 Hill Publishing Group Inc. All Rights Reserved.