Knowing Me, Knowing You: Humanitas in Work-Integrated Learning During Adversity

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aut.relation.endpage176
aut.relation.journalJournal of University Teaching and Learning Practiceen_NZ
aut.relation.startpage159
aut.researcherLucas, Patricia
dc.contributor.authorLucas, Pen_NZ
dc.contributor.authorWilkinson, Hen_NZ
dc.contributor.authorRae, Sen_NZ
dc.contributor.authorDean, Ben_NZ
dc.contributor.authorEady, Men_NZ
dc.contributor.authorCapocchiano, Hen_NZ
dc.contributor.authorTrede, Fen_NZ
dc.contributor.authorYuen, Len_NZ
dc.date.accessioned2021-12-09T02:01:49Z
dc.date.available2021-12-09T02:01:49Z
dc.date.copyright2021-12-07en_NZ
dc.date.issued2021-12-07en_NZ
dc.description.abstractWork-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.citationJournal of University Teaching & Learning Practice, 18(7), 159-176. https://doi.org/10.53761/1.18.7.10
dc.identifier.doi10.53761/1.18.7.10en_NZ
dc.identifier.issn1449-9789en_NZ
dc.identifier.issn1449-9789en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/14794
dc.publisherOffice of the Academic Executive Director, University of Tasmaniaen_NZ
dc.relation.urihttps://ro.uow.edu.au/jutlp/vol18/iss7/10/
dc.rightsThis 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.accessrightsOpenAccessen_NZ
dc.subjectWork-Integrated Learning (WIL); Humanistic lens; Collaborative autoethnography; Student-centred; HUMANE framework
dc.titleKnowing Me, Knowing You: Humanitas in Work-Integrated Learning During Adversityen_NZ
dc.typeJournal Article
pubs.elements-id445576
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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