Title

The educational worth of post-practicum processes and contributions and in prospect

Document Type

Book Chapter

Publication Title

Enriching Higher Education Students' Learning through Post-work Placement Interventions

ISSN

22105549

Volume

28

First Page

293

Last Page

311

Publisher

Springer

School

School of Business and Law

RAS ID

32140

Comments

Jackson, D., Orrell, J., Valencia-Forrester, F., & Billett, S. (2020). The educational worth of post-practicum processes and contributions and in prospect. In S. Billett, J. Orrell, D. Jackson & F. Valencia-Forrester (Eds.), Enriching Higher Education Students' Learning through Post-work Placement Interventions (pp. 293-311). Springer, Cham. https://doi.org/10.1007/978-3-030-48062-2_16

Abstract

© Springer Nature Switzerland AG 2020. Finding ways of augmenting, enriching and extending university students’ workplace experiences through educational interventions once they have completed those experiences is a key concern for contemporary higher education. This concluding chapter engages, summarises and synthesises the contributions of a set of projects that have sought to understand how and for what purposes post-practicum interventions can contribute to the effective learning experiences for students in their university studies. That is, it seeks to address the question of the educational worth of post-practicum interventions and how that worth can be most effectively realised. More than a mere summary of the project reported in this volume, the analysis here seeks to offer a synthesis and key findings as well as outlining the contributions of post-practicum interventions. It initially elaborates the interest in, purposes of, processes adopted and outcomes of these interventions and how they can contribute to achieving the kind of educational goals being requested by the community, government and students. This includes taking the lessons from post-practicum interventions and consider how these might be applied to other kinds and forms of educational interventions. That is, using the findings of these specific kinds of interventions to inform more broadly about how we can enrich the experiences of students and integrate them in ways that achieve the kinds of goals which they, their educational institutions, prospective employers and government want to be achieved. In this way, the outcomes here are used to inform how new and emerging forms of work-integrated learning might progress, such as those being considered in the elective/non-accredited options beyond the placement/practicum. This chapter contributes to the emerging discussions about how work-integrated education might be planned and enacted, and how this integration can support effective student learning in terms of preparing them more adequately to realise the transition between higher education and employment.

DOI

10.1007/978-3-030-48062-2_16

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