A practice-based approach to understanding learning on placement: identifying handholds and knowing how to go on

ABSTRACT

One of the key challenges in work-integrated learning (WIL) courses is how to account for learning that takes place away from campus, where the work space, daily routines and emergent actions within an organisation shape the possibilities for student learning. What do students do on placement to open the possibilities of working and learning in temporary sites of work? Using a practice-based approach, this paper outlines an ethnographic study of learning on placement. The paper draws on Gherardi’s ([2019]. How to Conduct a Practice-Based Study: Problems and Methods. 2nd ed. Cheltnham: Edward Elgar Publishing) work on learning and knowing in practice to demonstrate how students learn to participate in situated practices to accomplish work tasks. It employs a rock-climbing metaphor to illuminate what students do in order to continue on with work when they encounter something surprising, make an error or have a question. The findings suggest student learning relies on the sociomaterial practices that produce and are produced by each unique workplace situation. The paper shows how learning on placement comprises the identification and use of distinct ‘handhold’ activities performed through simultaneous processes of knowing, doing and inventing.

KEYWORDS:

• Ethnography
• placement learning
• practice theory
• sociomateriality
• work-integrated learning

Acknowledgements

The authors take this opportunity to thank Dr Jan Turbill who contributed significantly to shaping this study. We would also like to acknowledge the three journal reviewers who offered very helpful feedback in earlier drafts of the paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 University of Wollongong Ethics approval number HE11/349.