Abstract
PurposeThis paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences.Design/methodology/approachThe study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings.FindingsParticipants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals.Research limitations/implicationsAs a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes.Practical implicationsIt is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings.Originality/valueProfessional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals.
Highlights
There is often discussion about the purpose of higher education in terms of preparing individuals for the workplace and the introduction of employability for those studying an undergraduate degree
The work-based project is a significant element for the final assessment for work-based studies that addresses the integration of situated workplace learning with academic knowledge (Lester and Costley, 2010; Fergusson et al, 2018)
This paper explores the use of professional artefacts within a final work-based project from an undergraduate professional practice in arts programme in the UK
Summary
There is often discussion about the purpose of higher education in terms of preparing individuals for the workplace and the introduction of employability for those studying an undergraduate degree. In the case of work-based learners, this discussion focuses not on whether job-related studies are being undertaken, but about how university study aligns with and sustains on-going professional practice. The work-based project is a significant element for the final assessment for work-based studies that addresses the integration of situated workplace learning with academic knowledge (Lester and Costley, 2010; Fergusson et al, 2018). The final-year project is recognised internationally as a significant element of coursework (Healey et al, 2013) and is an important milestone for university students as they complete their degree. This paper explores the use of professional artefacts within a final work-based project from an undergraduate professional practice in arts programme in the UK.
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