Working Knowledge

The New Vocationalism and Higher Education
ed
ISBN: 978-0-335-21254-5
Verlag: Open University Press

Buch, Englisch, 0 Seiten, Format (B × H): 150 mm x 229 mm, Gewicht: 314 g

Reihe: UK Higher Education OUP Humanities & Social Sciences Higher Education OUP

"a rich inter-weaving of carefully articulated critical stances. It is impossible, in a short review, to do justice to the quality and variety of all these perspectives. The result is strong coverage of the territory set out in the title, in ways that many working in the field will find valuable." (Phil Hodkinson, Journal of Education for Teaching)

Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.

Autoren/Hrsg.

Symes, Colin

McIntyre, John

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword by Ronald Barnett
Acknowledgements
Contributors
Working knowledge
an introduction to the new business of learning
Learning for real
work-based education in universities
'Real world education'
the vocationalisation of the university
Knowledge that works
judgement and the university curriculum
Eros and the virtual
enframing working knowledge through technology
The policy environment of work-based learning
globalisation, institutions and the workplace
Imposing structure, enabling play
new knowledge production and the 'real world' university
Deschooling vocational knowledge
work-based learning and the politics of curriculum
Learning to work, working to learn
theories of situational education
The organization of identity
four cases
Organizational gothic
transfusing vitality and transforming the corporate body through work-based learning
Index.

Über Autor(innen)

Colin Symes is a Research Fellow with the Research into Adult and Vocational Learning Group at the University of Technology, Sydney.

John McIntyre is Director of the Research Centre for Vocational Education and Training in the Faculty of Education at the University of Technology, Sydney.