Abstract
Professional Learning has become a feature of business curricula in universities around the world. The term “professional learning” (PL) is often used to encapsulate dimensions of educational programs that highlight contemporary industry issues explicitly linked to industry and professional bodies. PL encompasses the skills, qualities and attributes that are required by industry and the processes through which those skills are acquired. It encourages deep learning in relation to the student’s future profession, and includes industry engagement, work-integrated learning and authentic learning environments. This paper describes a typology of approaches to PL derived from a national study of good practices in business faculties in Australian universities. It identifies the enablers and impediments to the successful adoption of PL, and discusses the challenges associated with industry engagement in PL for academics, students and business organisations.
Highlights
The focus on the need for university graduates to be career and work ready has been well documented and much discussed in recent years (Bennett, 2006; Herrington & Herrington, 2006; Kiggins, Cambourne, & Ferry 2005)
This paper describes a typology of approaches to professional learning” (PL) derived from a national study of good practices in business faculties in Australian universities
It describes a typology derived from a national study of good practices; identifies the enablers and impediments to the successful adoption of PL; and, discusses the challenges associated with industry engagement in PL for academics, students and business organisations
Summary
The focus on the need for university graduates to be career and work ready has been well documented and much discussed in recent years (Bennett, 2006; Herrington & Herrington, 2006; Kiggins, Cambourne, & Ferry 2005). Gibson et al (2002) discuss the benefits to the students, saying that PL provides opportunities to enrich or learn generic and discipline-specific skills relevant to students’ future professions by experiencing what it is like to work in a real business. Our paper discusses some of the findings from an Australia-wide two-year project, developed to further explore the use of PL within business degree programs It describes a typology (a classification of approaches to PL according to their characteristics) derived from a national study of good practices; identifies the enablers and impediments to the successful adoption of PL; and, discusses the challenges associated with industry engagement in PL for academics, students and business organisations
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