Knowing Me, Knowing You: Humanitas in Work-Integrated Learning During Adversity
aut.relation.endpage | 176 | |
aut.relation.journal | Journal of University Teaching and Learning Practice | en_NZ |
aut.relation.startpage | 159 | |
aut.researcher | Lucas, Patricia | |
dc.contributor.author | Lucas, P | en_NZ |
dc.contributor.author | Wilkinson, H | en_NZ |
dc.contributor.author | Rae, S | en_NZ |
dc.contributor.author | Dean, B | en_NZ |
dc.contributor.author | Eady, M | en_NZ |
dc.contributor.author | Capocchiano, H | en_NZ |
dc.contributor.author | Trede, F | en_NZ |
dc.contributor.author | Yuen, L | en_NZ |
dc.date.accessioned | 2021-12-09T02:01:49Z | |
dc.date.available | 2021-12-09T02:01:49Z | |
dc.date.copyright | 2021-12-07 | en_NZ |
dc.date.issued | 2021-12-07 | en_NZ |
dc.description.abstract | Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. | en_NZ |
dc.identifier.citation | Journal of University Teaching & Learning Practice, 18(7), 159-176. https://doi.org/10.53761/1.18.7.10 | |
dc.identifier.doi | 10.53761/1.18.7.10 | en_NZ |
dc.identifier.issn | 1449-9789 | en_NZ |
dc.identifier.issn | 1449-9789 | en_NZ |
dc.identifier.uri | https://hdl.handle.net/10292/14794 | |
dc.publisher | Office of the Academic Executive Director, University of Tasmania | en_NZ |
dc.relation.uri | https://ro.uow.edu.au/jutlp/vol18/iss7/10/ | |
dc.rights | This journal provides open access to its content thereby sharing capability in research and education effectively with global partners and stakeholders. By facilitating exposure, sharing, comparison and critique of research, Open Access supports the generation of new knowledge applied to solve complex problems and deliver social benefits. | |
dc.rights.accessrights | OpenAccess | en_NZ |
dc.subject | Work-Integrated Learning (WIL); Humanistic lens; Collaborative autoethnography; Student-centred; HUMANE framework | |
dc.title | Knowing Me, Knowing You: Humanitas in Work-Integrated Learning During Adversity | en_NZ |
dc.type | Journal Article | |
pubs.elements-id | 445576 | |
pubs.organisational-data | /AUT | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science/School of Sport & Recreation | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science/School of Sport & Recreation/Sport Leadership & Management Department | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science/School of Sport & Recreation/Sports Performance Research Institute New Zealand | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science/School of Sport & Recreation/Sports Performance Research Institute New Zealand/Human Potential Research Group | |
pubs.organisational-data | /AUT/Faculty of Health & Environmental Science/School of Sport & Recreation/Sports Performance Research Institute New Zealand/Sport Leadership & Management Research Group | |
pubs.organisational-data | /AUT/PBRF | |
pubs.organisational-data | /AUT/PBRF/PBRF Health and Environmental Sciences | |
pubs.organisational-data | /AUT/PBRF/PBRF Health and Environmental Sciences/HS Sports & Recreation 2018 PBRF |
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