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Introduction: New Opportunities for Development? Read chapter Read first chapter

2015 | OriginalPaper | Chapter

11. What Can Higher Education Learn from the Workplace?

Authors : David Boud, Donna Rooney

Published in: Transformative Perspectives and Processes in Higher Education

Publisher: Springer International Publishing

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Abstract

This chapter examines how insights from workplace learning research might be used to problematize some common understandings of higher education practice and lead to new ones. It begins by outlining features of the changing higher education context that have implications for how we might think differently about traditional higher education. Following this it contrasts practices in higher education with several themes drawn from two decades of workplace learning research (e.g. learning as embedded, situated; social, and formed through practice). It focuses on specific higher education practices (both existing and possible) that have potential to meet new and different learning needs of the changing student population. Implications centre around four ideas. The first is that being a ‘learner’ is not as powerful as being a producer. The second is that the tasks students engage in should not be seen as isolated from the broader context they will be entering on graduation. The third idea is that assessment needs to be appropriated by learners, and finally, students must more actively construct their own learning.

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Metadata
Title
What Can Higher Education Learn from the Workplace?
Authors
David Boud
Donna Rooney
Copyright Year
2015
Book
Transformative Perspectives and Processes in Higher Education

Print ISBN: 978-3-319-09246-1

Electronic ISBN: 978-3-319-09247-8

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-3-319-09247-8_11

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