Antingen stödjer din webbläsare inte javascript, eller är javascript inaktiverat. Denna webbplats fungerar bäst om du aktiverar javascript.

Kristina Edström, KTH


Spänningen mellan akademiska och professionella värden i ingenjörsutbildningen

Spänningen mellan akademiska och professionella värden är en påfallande långlivad utmaning för ingenjörsutbildningen, och möjligen går frågan igen inom all yrkesutbildning.

Vi märker av den i praktiska frågor kring utbildningsprogram, i klassrummen och i examinationen av studenternas lärande. Vi kan också se hur akademiska och professionella värden tävlar inom lärosätets organisation när det gäller allokering av resurser, makt och status – och inte minst i processerna för tjänstetillsättning och befordran.

Detta har alltså praktiska konsekvenser för alla ingenjörsutbildningens intressenter, t ex studenter, fakulteten, samhället och arbetslivet. Jag kommer att beröra frågan ur ett curriculum-perspektiv, ett historiskt perspektiv och ett institutionellt perspektiv, och föreslå några implikationer för pedagogisk forskning och utveckling.

Julianne Cheek

Professor, Faculty of Business, Languages and Social Sciences , Østfold University College, Halden, Norway.

Using workplaces as places of learning. Whose needs? Whose agenda? And who says?

Work Integrated Learning (WIL) has as its focus the interface and integration of learning and its application to the world of work. The site of such integration is often, although not always, workplaces.

At any point in time there are a number of interested parties and many agendas related to the WIL that occurs in workplaces. For example, school based vocational educational programs require students to demonstrate practical and work ready competence and governments funding those schools require successful throughput of students in those courses. Similarly, government agencies have developed programs involving work placements to assist unemployed people develop skills and gain qualifications to enable them to be more competitive in, and prepared for, the job market, and those programs are measured by the number of people who do the program and/or get jobs.

This presentation focusses on potential tensions, and even contradictions, between these interested parties and their agendas and the effect that this can have on the way that WIL is thought about and enacted in workplaces. In so doing it will explore questions such as: Is it WIL that is the focus of WIL or something else? Is a successful WIL educator one who gets the students through no matter what? With the increasing demand and competition for work placements how do we navigate the tension between needing enough workplace sites and ensuring that the workplace is one that can support 'quality´ WIL?

The aim of the presentation is not to provide all the answers to the above! Rather it is to take us out of our comfort zones and re-examine practices and assumptions about WIL in action that can otherwise become so taken for granted that they are invisible. The central question in all of this is how can we ensure that the intention of WIL is not sold out to expediency?

Senast uppdaterad av Eva Erkmar