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Professional artefacts: embodying ideas in work‐based learning

Professional artefacts: embodying ideas in work‐based learning Purpose – The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University. Design/methodology/approach – This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al. , 1989; Merleau‐Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work‐based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning. Findings – The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work‐based learning can be incorporated into their practice through embodied “ideas”. Practical implications – The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work‐based learning programmes. Originality/value – The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education, Skills and Work-based Learning Emerald Publishing

Professional artefacts: embodying ideas in work‐based learning

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Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
2042-3896
DOI
10.1108/HESWBL-09-2012-0036
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University. Design/methodology/approach – This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al. , 1989; Merleau‐Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work‐based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning. Findings – The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work‐based learning can be incorporated into their practice through embodied “ideas”. Practical implications – The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work‐based learning programmes. Originality/value – The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals.

Journal

Higher Education, Skills and Work-based Learning – Emerald Publishing

Published: Feb 11, 2014

Keywords: Professional practice; Embodiment; Curriculum development; Higher education; Work‐based learning; Artefact; Professional artefact; Work‐based pedagogy; Ideas

References

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