View article

Under contemporary highly competitive markets, organisations are demanding that any investment in learning be converted into productive outcomes that rapidly progress the organisation towards pre-defined strategic goals. A customised work-integrated learning curriculum has the potential to achieve such productive outcomes because it allows learners to quickly contextualise the study content within the socio-cultural and functional environment of the workplace. However, the development of a work-integrated learning curriculum relies on genuine partnerships between the universities and organisations. These types of partnerships require lengthy processes of negotiating the curriculum and pedagogies to support learning based in the workplace. Predictably, such partnerships challenge the traditional roles of the universities as transmitters of discipline specific knowledge and workplaces as less active partners …