Targeting specialist skills through Work-Integrated Learning: a case study in frames conservation at the Art Gallery of New South Wales

Abstract

The research presented here investigates the use of Work-Integrated Learning approaches to target areas of specialist skills within the cultural materials conservation sector. A case study of a 12-month pre-graduate position in frames conservation at the Art Gallery of New South Wales (AGNSW) is used to centre the study. The motivations, structure and outcomes of the position are analysed using semi-structured interviews by the post-holder with key members of the AGNSW staff. Using a process of self-reflection consideration is given to understanding what skills have been learnt, including the development of cognitive skills such as muscle memory and pattern recognition, and how this learning is championed by close mentorship that led to the stronger development of professional competencies. The results support a positive argument for Work-Integrated Learning as a mutually beneficial, forward-looking and industry-relevant training model to address areas of specialist conservation skills gaps and shortages in the cultural materials conservation sector.