Developing Connectivity between Education and Work

258 Pages·2021·8.378 MB·English

by  Eva Kyndt (editor), Simon Beausaert (editor), Ilya Zitter (editor)

DEVELOPING CONNECTIVITY
BETWEEN EDUCATION AND WORK
Future- oriented education needs to invest in the connectivity between learning and
working in order to realise its full potential. This book presents guiding principles
on how to build these successful connections. By taking an educational perspec-
tive and enriching it with insights from human resource development, this book
explores the why, how and what of designing for connectivity.
This edited volume presents the current knowledge about educational prac-
tices and principles that help to realise connectivity between learning and work-
ing experiences. Introducing the central perspectives of workplace learning and
learning environments at the boundary of school and work, this book presents
key research that examines how educators and professionals from organisations and
schools can come together with the purpose of realising connectivity in educational
programmes. Empirical research showcasing both theoretical and practical insights
from real life cases are at the heart of this book. Considering the barriers to achiev-
ing connectivity, this book also focuses on how it can be achieved, with ideas and
guidance about communication, design principles and best practices.
Using carefully chosen international examples, this book is ideal reading for
policy makers, practitioners and researchers looking to learn more about connect-
ing learning and working experiences.
Eva Kyndt is Associate Professor at both the Department for Training and Education
Sciences at the University of Antwerp, Belgium and Centre for the New Workforce
Swinburne, University of Technology Melbourne, Australia.
Simon Beausaert is Associate Professor of Workplace Learning at the Department
for Educational Research and Development, School of Business and Economics,
Maastricht University, The Netherlands.
Ilya Zitter is Professor at the research group Vocational Education at the Research
Centre for Learning and Innovation at the HU University of Applied Sciences
Utrecht, The Netherlands.

DEVELOPING
CONNECTIVITY
BETWEEN EDUCATION
AND WORK
Principles and Practices
Edited by Eva Kyndt, Simon Beausaert
and Ilya Zitter
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 selection and editorial matter, Eva Kyndt, Simon Beausaert and Ilya Zitter; individual chapters,
the contributors
The right of Eva Kyndt, Simon Beausaert and Ilya Zitter to be identified as the authors of the editorial
material, and of the authors for their individual chapters, has been asserted in accordance with sections
77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
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and recording, or in any information storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used
only for identification and explanation without intent to infringe.
British Library Cataloguing- in- Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging- in- Publication Data
Names: Kyndt, Eva, editor. | Beausaert, Simon, editor. | Zitter, Ilya,
editor.
Title: Developing connectivity between education and work : principles and
practices / edited by Eva Kyndt and Simon Beausaert, Ilya Zitter.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2021. | Includes
bibliographical references.
Identifiers: LCCN 2021003249 (print) | LCCN 2021003250 (ebook) | ISBN
9780367549305 (hardback) | ISBN 9780367549312 (paperback) | ISBN
9781003091219 (ebook)
Subjects: LCSH: Education, Cooperative. | School-to-work transition.
Classification: LCC LC1049 .D48 2021 (print) | LCC LC1049 (ebook) | DDC
371.2/27--dc23
LC record available at https://lccnloc.gov/2021003249
LC ebook record available at https://lccnloc.gov/2021003250
ISBN: 978- 0- 367- 54930- 5 (hbk)
ISBN: 978- 0- 367- 54931- 2 (pbk)
ISBN: 978- 1- 003- 09121- 9 (ebk)
Typeset in Bembo
by SPi Global, India
CONTENTS
Lists of figures vii
List of tables x
Preface xiii
List of contributors xvi
SECTION 1
Setting the stage 1
1.1. Connectivity between education and work: Theoretical
models and insights 3
Päivi Tynjälä, Simon Beausaert, Ilya Zitter and Eva Kyndt
1.2. Rethinking the connective typology of work experience:
The challenge of learning through internship 15
David Guile and Ann Lahiff
1.3. Integrating workplace learning in formal educational programmes 34
David Gijbels, Piet Van den Bossche, Vincent Donche and Jetje De Groof
SECTION 2
Designing across boundaries 49
2.1. Teacher externships: Designing a boundary crossing professional
development initiative in higher education 51
Ele Holvoet and Delphine Wante
vi Contents
2.2. Learning at the interface of higher education and work:
Experiences of students, teachers and workplace partners 76
Päivi Tynjälä, Anne Virtanen, Maarit H. Virolainen
and Hannu L.T. Heikkinen
2.3. Boundary crossing in vocational education and research:
The case of regional learning 97
Niek van den Berg, Pieter Seuneke and Frank de Jong
SECTION 3
Boundary objects for connectivity 117
3.1. Teachers’ use of digital boundary objects to connect school
and workplace- based learning in dual vocational education 119
Nina Kilbrink, Ann- Britt Enochsson, Annelie Andersén
and Annica Ådefors
3.2. Digital tools as boundary objects to support connectivity in dual
vocational education: Towards a definition of design principles 137
Alberto A.P. Catteneo, Jean- Luc Gurtner and Joris Felder
SECTION 4
Guidance for connectivity 159
4.1. Fostering students’ reflection and employability competences
through a mentoring programme in higher education 161
Wendy Nuis and Simon Beausaert
4.2. Collaborative communication between teachers and company
supervisors for integrative teaching: An exploratory study
in Australia, Germany and Switzerland 185
Viviana Sappa, Sarojni Choy and Carmela Aprea
4.3. Pedagogic strategies at the boundary of school and work 205
Anne Khaled, Marco Mazereeuw and Machiel Bouwmans
Conclusion: On principles for connectivity between
education and work 230
Ilya Zitter, Simon Beausaert and Eva Kyndt
Index 237
FIGURES
SECTION 1
Setting the stage
1.1 Connectivity between education and work: Theoretical models and insights
Figure 1. Integrative pedagogy model 5
Figure 2. The connected curriculum model 9
Figure 3. Three rationales underlying designing
for connectivity 10
1.3 Integrating workplace learning in formal educational programmes
Figure 1. Model of integrating workplace learning in formal
educational programmes 46
SECTION 2
Designing across boundaries
2.1 Teacher externships: Designing a boundary crossing professional
development initiative in higher education
Figure 1. Research framework teacher externship 56
Figure 2. Overview of data collection 59
2.2 Learning at the interface of higher education and work: Experiences
of students, teachers and workplace partners
Figure 1. The 3- P model of student learning at the workplace 80
viii Figures
SECTION 3
Boundary objects for connectivity
3.1 Teachers’ use of digital boundary objects to connect school
and workplace- based learning in dual vocational education
Figure 1. Iterative progression between the different learning
mechanisms 122
Figure 2. Hierarchical model of the learning mechanisms
showing how the learning mechanisms build
on each other 124
Figure 3. Process of teaching using boundary objects in the
hierarchical model of learning mechanisms 130
Figure 4. Identification model of boundary crossing
with boundary object (BO) 132
3.2 Digital tools as boundary objects to support connectivity
in dual vocational education: Towards a definition of design principles
Figure 1. Examples of raw traces photographed
at a workplace by apprentice chefs 140
Figure 2. Examples of elaborations on raw traces
as augmented artefacts during a class activity 142
Figure 3. The TELE for apprentice chefs to collect
their learning documentation in the form
of a recipe book 143
Figure 4. The Realto workspace with apprentice
and teacher contributions in the form of posts
and an example of learning documentation 145
Figure 5. Picture uploads per month per training
workshop format 147
Figure 6. Number of learning and performance
documentations completed per month
per training scenario 147
SECTION 4
Guidance for connectivity
4.2 Collaborative communication between teachers and company supervisors
for integrative teaching: An exploratory study in Australia, Germany and
Switzerland
Figure 1. Frequency of using integrated teaching
arrangements 197
Figure 2. Relationships between collaborative communication
and integrative teaching arrangements 198
Figures ix
4.3 Pedagogic strategies at the boundary of school and work
Figure 1. Analytical lens: Pedagogic strategies for guiding
at the boundary of school and work 208
Figure 2. Guiding moments in the steering- empowering
continuum 216
Figure 3. Narratives of pedagogic strategies at the boundary
of school and work 218