Exploring Conditions for Transformative Learning in Work-Integrated Education

Simple item page
dc.contributor.authorMcRae, Norah
dc.contributor.supervisorVan Gyn, Geraldine
dc.contributor.supervisorElangovan, A. R.
dc.date.accessioned2014-04-25T20:16:07Z
dc.date.available2014-04-25T20:16:07Z
dc.date.copyright2014en_US
dc.date.issued2014-04-25
dc.degree.departmentSchool of Exercise Science, Physical and Health Education
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractA qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces.en_US
dc.description.proquestcode0515en_US
dc.description.proquestcode0745en_US
dc.description.proquestemailnmcrae@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.bibliographicCitationMcRae, N. (2013). Students as culturally intelligent change agents. In J. B. Rennick & M. Desjardins (Eds), The World is my Classroom: Priorities for Globalizing Canadian Higher Education. Toronto: University of Toronto Pressen_US
dc.identifier.bibliographicCitationAnderson, E., Johnston, N., Iles, L., McRae, N., Reed, N., Walchli, J. (2012). Co-operative Education and Student Recruitment, Engagement and Success: Early Findings for a Multi-institutional Study in British Columbia. Journal of Co-operative Education and Internships. 46:58-76.en_US
dc.identifier.bibliographicCitationMcRae, N. & Ramji, K. (2011). Enhancing cultural intelligence through cooperative and work-integrated education. In R. Coll & C. Eames (Eds.), International Handbook of Co-operative Education: An International Perspective of the Theory, Research and Practice of Work-Integrated Learning. 2nd edition. Hamilton: World Association for Cooperative Education.en_US
dc.identifier.bibliographicCitationMcRae, N. (2010). “I Want to Be a Doctor”: Discourses of Medicine as a Possible Career. In W-M Roth & P-L Hsu (Eds), Talk about Careers in Science. Rotterdam: Sense.en_US
dc.identifier.bibliographicCitationRoth, W-M., Hsu, P-L., Bautista, A., Collyer, V., Connelly, C., Delgado, N., Emad, G. R., Hall, K., Kottova, A., Maheux, J-F., Marsden, S., McRae, N., Raju, D., Simpkins, S., & Wu, C-Y. (2010). Metalogue on Career Talk and Its Study. In W-M Roth & P-L Hsu (Eds), Talk about Careers in Science. Rotterdam: Sense.en_US
dc.identifier.bibliographicCitationMcRae, N. (2010). Linking experiences with emotions and the development of interpretive repertoires. Cultural Studies of Science Education. 5:181-189.en_US
dc.identifier.bibliographicCitationMcRae, N., & Baldwin, J. (2004). Business and Finance Co-operative Education. In R. Coll & C. Eames (Eds.), International Handbook of Co-operative Education: An International Perspective of the Theory, Research and Practice of Work-Integrated Learning. Hamilton: World Association for Cooperative Education.en_US
dc.identifier.bibliographicCitationMcRae, N. (1999). Preparing for the Work Term: On Line. Journal of Cooperative Education, 34(2), 49-53.en_US
dc.identifier.urihttp://hdl.handle.net/1828/5284
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectWork-integrated educationen_US
dc.subjectCo-operative educationen_US
dc.subjectTransformative learningen_US
dc.subjectExperiential educationen_US
dc.titleExploring Conditions for Transformative Learning in Work-Integrated Educationen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
McRae_Norah_PhD_2014.pdf
Size:
10.05 MB
Format:
Adobe Portable Document Format
Description:
Dissertation
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.74 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Electronic Theses and Dissertations (ETD)
 
University of Victoria Libraries

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.