Introduction
Context of the study
Theoretical framework
Method
Case definition and selection
-
Occupational domain: Six different occupational domains were selected.
-
Educational level: Both upper secondary Vocational Education and Training (VET; ISCED/EQF Level 3–4) and Higher Professional Education (HPE; ISCED/EQF Level 5–6) were included.
-
Timespan within the curriculum: Cases included timespans varying from 10 weeks to more than 2 years (of the 3 or 4 years of the whole educational programme).
-
Years of existence: We selected only stable learning environments that had existed for two to more than 10 years.
Theoretical sampling | Stratified purposeful sampling | |||||
---|---|---|---|---|---|---|
Design category | Occupational domain | Description | Educational level vocational education | Timespan within curriculum | Years of existence | |
VET | HPE | |||||
Incorporation | Sport and recreation | School to work; collective workplace learning | × | 1 year | > 2 years | |
Agriculture | Work to school; multilevel project | × | × | 10 weeks | > 5 years | |
Urban studies | Work to school; multi-professional ‘lab’ | × | 10 weeks | > 5 years | ||
Hybridisation | Oral healthcare | School and work; student-run clinic | × | 2 years | > 10 years | |
ICT and media | School and work; student-run firm | × | 2 years | > 5 years | ||
Legal consultancy | School and work; multi-professional student-run consulting firm | × | Various possibilities, max. 1 year | > 10 years |
Data collection
Design category | Case | Data sources during site visits | Data | ||
---|---|---|---|---|---|
Observations | Participant interviews | Observational data | Audio data (all interviews) | ||
Incorporation | Sport and recreation | 8 h, spread over 3 visits at 3 different locations | 7 Students, 2 teachers, 8 people from work (at 2 work locations) | 70 Photos | 176 min |
Agriculture | 8 h, spread over 3 visits at 2 different locations | 10 Students, 5 teachers, 3 people from work | 77 Photos | 127 min | |
Urban studies | 6 h spread over 2 visits at 1 location | 6 Students, 3 teachers, 1 person from work | 33 Photos | 240 min | |
Hybridisation | Oral healthcare | 8 h spread over 2 visits at 1 location | 8 Students, 5 teachers, 1 coordinator | 83 Photos | 254 min |
ICT and media | 5 h during 1 visit at 1 location | 7 Students, 3 teachers, 1 team leader | 43 Photos | 168 min | |
Legal consultancy | 7 h spread over 2 visits at 2 locations | 4 Students, 3 teachers, 1 client | 69 Photos | 236 min |
Analysis
-
The design rationale regarding the school–work connection (i.e. ‘incorporation’ or ‘hybridisation’).
-
The designable elements: epistemic, spatial, instrumental, temporal, social, and their subcategories (e.g. ‘spatial–physical space’, and ‘spatial–digital space’).
Results
Incorporation cases | Hybridisation cases | ||
---|---|---|---|
Sport and recreation A class of VET students go to a sport and leisure centre with their teacher (as coach) Students perform daily tasks for half a day per week during four periods in the 1st year of their 3-year programme. They mostly work in pairs, supervised by a work field professional | Oral healthcare HPE students run a school-based Oral Healthcare clinic and work there two shifts a week, during the 2nd and 3rd year of their 4-year programme They work in pairs as oral hygienists, performing preventive oral care on real patients, supervised by teacher-oral hygienists | ||
Agriculture VET and HPE students work in school-based project groups on a one time, 10 week long multilevel project, in the 3rd year of their three- or 4-year programme. They work on this project for 1 day a week, preparing advice on dairy cow management for a farmer. They can consult work field professionals and their teacher-coaches | ICT and media VET students run a school-based office and perform tasks related to the production of ICT applications for several organisations during most of their 3-year programme They work as employees during office hours, 4 days per week, supervised by their teachers-senior colleagues. They work in varying project groups | ||
Urban studies HPE students from different educational programmes work in four varying multi-professional project groups for 2 days per week, spread over 1 year. They do this in the 2nd year of their 4-year programme Students work for several organisations on issues surrounding urbanisation and planning, with a work field professional as client/problem owner and a teacher-coach | Legal consultancy HPE students from different educational programmes run a Legal Consultancy office They work as advisors, giving legal advice to clients for different periods of time, depending on the chosen arrangement. In the 3rd year of their 4-year programme they can work here for up to ten months, supervised by their teacher-supervisor The office is physically located inside school and at several sites in city neighbourhoods and is open during fixed consultancy hours |
Incorporation cases | Hybridisation cases | |
---|---|---|
Rationale school–work connection | Incorporation: School to work or work to school | Hybridisation: School and work |
Incorporation of aspects from work into a school practice or of aspects from school into a work practice, without changing either practice | School–work connection: hybridisation of the two practices of school and work, leading to a new practice that is both school and work | |
Designable elements | ||
Epistemic elements | ||
Task characteristics | Individual or collective, real-life, low-risk | Individual and collective, real-life, both low and high-risk tasks, including senior/managerial tasks |
Task arrangement | Differing, e.g. project work (work to school) or basis workplace learning (school to work) | Highly differing arrangements characterised by some form of progress in terms of increasing difficulty or structured variety |
Spatial and instrumental elements | ||
Location | School, workplace | School, workplace |
Spaces | Regular school or work spaces. A specially furnished meeting ‘lab’ in the Urban Studies case No digital space or only school-related digital space | Specially furnished spaces in school (clinic, office) or at a workplace (neighbourhood office) Digital spaces with access to work- and school-related data |
Tools and artefacts | Artefacts that belong either to the school or the work context | Artefacts both from school and work as furnishings and as tools or instruments to support work- and school-related activities |
Temporal elements | ||
Timespan and intensity | Short periods within educational programme Low time-intensity (hours per week) | Longer periods within educational programme (on average) Both low and high time-intensity occur |
Time schedule | School schedule | Work schedule (shifts, office hours), combined with school elements (e.g. fixed breaks during the school day) |
Work pace | Regular work pace | Work pace is time-boxed or slowed down for instructional purposes |
Interruptions | No or only spontaneous interruption to consult with peers or coaches | Both planned and spontaneous interruptions to consult with peer or coaches |
Social elements | ||
Actors | Up to four different actors | Up to six different actors |
Roles | Actors fulfil a variety of roles | Actors fulfil a large variety of roles. Frequent role changes |
Grouping | Grouping in dyads, triads or project groups | Grouping in dyads or project groups, partially depending on work demands |
Division of labour | Task and project allocation by teacher. Task division by project group members | Task allocation and division of labour by teacher-supervisor and students in managerial roles |