Search

Examining learning in work-integrated learning (WIL) courses is complex. WIL traverses work and university spaces, which can be challenging for the way student learning is conceived, planned, supported, assessed and reported. This study strengthens our understanding of how students learn on placement by going directly to the source and observing learning unfold, in situ. Using an ethnographic methodology, this study adopts Schatzki’s (1996, 2010) practice-based lens to illuminate how students learn to embody and accomplish their assigned tasks on WIL placement. Findings suggest that students initially learn through performing an intermediary cluster of practices that enable them to orient, adapt and conform to new configurations of people, things, spaces, tools, bodies and technologies. These temporary transitioning placement practices are distinctive to WIL and take their shape within social practice arrangements. The study offers empirical evidence to ground and theorize learning for WIL curricula and support an emerging, materially-significant and entangled conception of learning on placement.

A considerable body of literature exists on narratives and stories in explaining how individuals and groups make and give sense to their experiences in organizations. Classic Aristotelian narratives with a linear time structure (stories with a beginning, middle and end) are prominent in the storytelling literature, whereas retrospection, in drawing on the past in making sense of the present, is a temporal modality central to foundational concepts of sensemaking. In examining time and temporality in these related fields, the authors show how the conventional temporal sequence of a past, present and future dominates, with little consideration being given to time as a multiple rather than singular concept. The authors compare and contrast differences in the temporal aspects of mainstream theories and identify a growing interest in philosophical concepts of time. This review highlights how conventional explanations in these related fields of study are underpinned by linear conceptions of temporality (with an associated causality) and how there is growing recognition of fluidity in the way pasts and futures come together in temporal sensemaking of an emergent present. Although this movement towards explanations that engage with non-linear modalities deepen insight, they do not explicitly address concepts of time. Time continues to receive scant attention, with temporal but 'timeless' theories taking precedence, ultimately constraining theoretical development. In building on this analysis, the authors characterize a range of temporal modalities from which they identify six pathways for charting out an agenda for future research in which multiple concepts of time and temporality are brought to the fore.

A considerable body of literature exists on narratives and stories in explaining how individuals and groups make and give sense to their experiences in organizations. Classic Aristotelian narratives with a linear time structure (stories with a beginning, middle and end) are prominent in the storytelling literature, whereas retrospection, in drawing on the past in making sense of the present, is a temporal modality central to foundational concepts of sensemaking. In examining time and temporality in these related fields, the authors show how the conventional temporal sequence of a past, present and future dominates, with little consideration being given to time as a multiple rather than singular concept. The authors compare and contrast differences in the temporal aspects of mainstream theories and identify a growing interest in philosophical concepts of time. This review highlights how conventional explanations in these related fields of study are underpinned by linear conceptions of temporality (with an associated causality) and how there is growing recognition of fluidity in the way pasts and futures come together in temporal sensemaking of an emergent present. Although this movement towards explanations that engage with non-linear modalities deepen insight, they do not explicitly address concepts of time. Time continues to receive scant attention, with temporal but 'timeless' theories taking precedence, ultimately constraining theoretical development. In building on this analysis, the authors characterize a range of temporal modalities from which they identify six pathways for charting out an agenda for future research in which multiple concepts of time and temporality are brought to the fore.

This paper introduces and discusses ethnography as a methodological approach to investigate phenomena at the place of practice in WIL. The commensurability of ethnography for examining WIL 'in situ' is presented in order to delve deeper into WIL phenomena on placement through greater temporal and physical proximity. Part of the reason we haven't been able to fully understand student learning on placement, for example, is because of a lack of awareness and uptake of methodologies that employ direct observation in WIL spaces. Ethnography could open the door to investigating a range of research areas previously obscured or inaccessible by methodologies that keep the researcher at a distance. This paper offers practical implications for researchers in WIL by highlighting methods and future research areas conducive with an ethnographic approach.

This paper introduces and discusses ethnography as a methodological approach to investigate phenomena at the place of practice in WIL. The commensurability of ethnography for examining WIL 'in situ' is presented in order to delve deeper into WIL phenomena on placement through greater temporal and physical proximity. Part of the reason we haven't been able to fully understand student learning on placement, for example, is because of a lack of awareness and uptake of methodologies that employ direct observation in WIL spaces. Ethnography could open the door to investigating a range of research areas previously obscured or inaccessible by methodologies that keep the researcher at a distance. This paper offers practical implications for researchers in WIL by highlighting methods and future research areas conducive with an ethnographic approach.

A considerable body of literature exists on narratives and stories in explaining how individuals and groups make and give sense to their experiences in organizations. Classic Aristotelian narratives with a linear time structure (stories with a beginning, middle and end) are prominent in the storytelling literature, whereas retrospection, in drawing on the past in making sense of the present, is a temporal modality central to foundational concepts of sensemaking. In examining time and temporality in these related fields, the authors show how the conventional temporal sequence of a past, present and future dominates, with little consideration being given to time as a multiple rather than singular concept. The authors compare and contrast differences in the temporal aspects of mainstream theories and identify a growing interest in philosophical concepts of time. This review highlights how conventional explanations in these related fields of study are underpinned by linear conceptions of temporality (with an associated causality) and how there is growing recognition of fluidity in the way pasts and futures come together in temporal sensemaking of an emergent present. Although this movement towards explanations that engage with non-linear modalities deepen insight, they do not explicitly address concepts of time. Time continues to receive scant attention, with temporal but 'timeless' theories taking precedence, ultimately constraining theoretical development. In building on this analysis, the authors characterize a range of temporal modalities from which they identify six pathways for charting out an agenda for future research in which multiple concepts of time and temporality are brought to the fore.

Organizational Change and Temporality: Bending the Arrow of Time looks to address the important area of time and temporality, especially as it relates to frameworks and studies for explaining change processes in organizations. It commences with a selective history on the science and philosophy of time before examining the place of time in work and employment, and the presence and absence of theorized time in explanations of organizational change. The intention is to bring to the fore concepts and debates that have largely remained hidden, furthering our knowledge and understanding of time and temporality in changing organizations. The authors provide a more informed theoretical explanation of the temporal dimensions of organizational change. They examine the concepts and debates behind change theories, philosophical positions and scientific concerns on time and material existence, drawing connections that have previously remained unexplored. This book is key reading for researchers within the organizational change world and will further the academic debate of time and temporality in organizations studies.

Organizational Change and Temporality: Bending the Arrow of Time looks to address the important area of time and temporality, especially as it relates to frameworks and studies for explaining change processes in organizations. It commences with a selective history on the science and philosophy of time before examining the place of time in work and employment, and the presence and absence of theorized time in explanations of organizational change. The intention is to bring to the fore concepts and debates that have largely remained hidden, furthering our knowledge and understanding of time and temporality in changing organizations. The authors provide a more informed theoretical explanation of the temporal dimensions of organizational change. They examine the concepts and debates behind change theories, philosophical positions and scientific concerns on time and material existence, drawing connections that have previously remained unexplored. This book is key reading for researchers within the organizational change world and will further the academic debate of time and temporality in organizations studies.

In this article, we focus on the organizing practices of a community-based, not-for-profit, social justice organization. We investigate how organizational participants interweave bundles of practices involving food and music to choreograph the affective relations that bring forth a sense of belonging, participation, recognition and respect between diverse people, thereby enacting social justice. This article examines the everyday, organizing practices associated with food and music and shows how not only are food and music excellent entrances to understanding organizational practices but they are also instrumental in constituting and reconstituting the performance of social justice. In this way, our article brings attention to the dimensions of knowing which are not primarily about representing but about affecting. In particular, practices of respect, recognition and belonging are rendered communicable across the boundaries of difference, dependency and inequality, forming platforms for solidarity and the understanding of differences. The article illustrates how organizing practices involving food and music play important roles in creating the conditions of possibility for diverse people to work collaboratively and respectfully together. We contend that the lived experience of organization cannot be understood without attentiveness to affect and affective relations.

Purpose - The purpose of this paper is to examine the early stages of change and the way that stories can open up forms of collaborative dialogue and creative thinking among divergent stakeholders on known but "intractable" problems by enabling multiple voices to be heard in the co-construction of future possibilities for change. The empirical focus is on a project undertaken by two organizations located in Australia. The organizations - AAC, a large aged care provider and Southern Disability Services, a disability support service - collaborated with the researchers in identifying and re-characterizing the nature of the problem in the process of storying new pathways for tackling the transitioning needs of people with intellectual disabilities into aged care services. Design/methodology/approach - An action research approach was used in conducting interviews in the case organizations to ascertain the key dimensions of the presenting problem and to identify change options, this was followed by an ethnographic study of a Pilot Project used to trial the provision of disability day service programmes within an aged care setting. Findings - A key finding of the study centres on the importance of stories at the early stages of change in widening the arena of innovative opportunities, in facilitating collective acceptance of new ideas and in initiating action to resolve problems. The paper demonstrates how stories are used not only in retrospective sensemaking of existing problems but also in giving prospective sense to the possibilities for resolving protracted problems through innovative solutions that in turn facilitates a level of collective acceptance and commitment to opening up new pathways for change. Originality/value - The paper focuses on problem characterization during the early stages of change and bring to the fore the often hidden notion of time in utilizing concepts from a range of literatures in examining temporality, stories and sensemaking in a context i

This paper critically re-examines collaborative learning practices in teamwork in an undergraduate business degree. Using a socio-material approach, we reflexively interrogate the spatio-temporal dimensions of collaborative learning, by focusing on metaphors-in-use in the core curriculum. The research draws upon: the lived experiences of the authors; the perceptions of interviewed academics; and, written reflections of undergraduates enrolled in a cross-disciplinary capstone subject. The findings demonstrate that such an approach reconstitutes the performance of collaborative learning in teamwork, disrupting the taken-for-granted discursive boundaries of 'real world' chimera embedded in business curricula. The dualities and invocations constructed by 'the real world' metaphor, reinforces a realist ontology in which the context is static, stable and bounded. In this paper we examine the notion of teamwork as a 'dead metaphor' or cliche as a means of exploring these conceptual and practice anomalies and ambiguities that are embedded in ubiquitous terms. A relational ontology reconstitutes the higher education milieu and collaborative learning in teams by collapsing the taken-for-granted spatio-temporal boundaries opening new spaces for critique of extant pedagogical practice and the scope for alternate approaches to capstone development.

Attention is focussed on multiple stakeholder issues that cut across organizational boundaries andcreate `wicked¿ problems that are difficult to resolve. Our key focus centres on how to effectivelymanage the transition of people with intellectual disabilities into aged care that facilitates well-beingfor clients, carers and stakeholders. Both the Disability and Aged Care Sectors recognise thedifficulties for people with intellectual disabilities who experience aging issues earlier than otherpeople and yet, funding barriers and inter-organizational constraints have prevented effective action.We advocate a storytelling approach to identify obstacles that require further investigation as well asto leverage stakeholders to potential opportunities for social innovation and the development ofprogrammes for change.

Attention is focussed on multiple stakeholder issues that cut across organizational boundaries andcreate `wicked¿ problems that are difficult to resolve. Our key focus centres on how to effectivelymanage the transition of people with intellectual disabilities into aged care that facilitates well-beingfor clients, carers and stakeholders. Both the Disability and Aged Care Sectors recognise thedifficulties for people with intellectual disabilities who experience aging issues earlier than otherpeople and yet, funding barriers and inter-organizational constraints have prevented effective action.We advocate a storytelling approach to identify obstacles that require further investigation as well asto leverage stakeholders to potential opportunities for social innovation and the development ofprogrammes for change.

Despite repeated calls to improve the quality of Australian business higher education, sector-wide improvement has been elusive. This paper presents an analysis of a multi-institutional project undertaken by the Australian Business Deans Council Teaching and Learning Network. Earlier studies of change in higher education demonstrated the need to move beyond decontextualised, one-size-fits-all models. Building on this earlier work, we suggest that processual approaches to change management, emphasising the instability of organisations rather than stability, are more appropriate within this complex context. The paper makes a case for effecting adaptive change by working with, and through, a network of associate deans. The evolution of this network and the processes that began with one collaborative project designed with a deliberate aim to identify tangible follow-on projects for sector-wide, sustainable improvement is described. The resultant positive and unfolding outcomes that became a potent vehicle for change within and beyond the duration of the original project is reported.

Despite repeated calls to improve the quality of Australian business higher education, sector-wide improvement has been elusive. This paper presents an analysis of a multi-institutional project undertaken by the Australian Business Deans Council Teaching and Learning Network. Earlier studies of change in higher education demonstrated the need to move beyond decontextualised, one-size-fits-all models. Building on this earlier work, we suggest that processual approaches to change management, emphasising the instability of organisations rather than stability, are more appropriate within this complex context. The paper makes a case for effecting adaptive change by working with, and through, a network of associate deans. The evolution of this network and the processes that began with one collaborative project designed with a deliberate aim to identify tangible follow-on projects for sector-wide, sustainable improvement is described. The resultant positive and unfolding outcomes that became a potent vehicle for change within and beyond the duration of the original project is reported.

Partnerships and participation seem to be the order of the day. Yet, for many community organisations, this way of ordering the social policy space is contradictory, creating practice tensions that increase the complexity of local service systems. Such changes impact community organisations in a politics that needs to be made visible if they are to be able to act in the interests of their members and service users. We therefore outline the social policy space currently constituted by four major discourses: neo-liberalism, managerialism, new paternalism and network governance as they intersect and interact chaotically, reshaping participation and partnerships between government, community service organisations and local communities. We then examine how policy as a technology or set of mechanisms is discursively creating contradictions and practice tensions within which community organisations engage for social justice.

Partnerships and participation seem to be the order of the day. Yet, for many community organisations, this way of ordering the social policy space is contradictory, creating practice tensions that increase the complexity of local service systems. Such changes impact community organisations in a politics that needs to be made visible if they are to be able to act in the interests of their members and service users. We therefore outline the social policy space currently constituted by four major discourses: neo-liberalism, managerialism, new paternalism and network governance as they intersect and interact chaotically, reshaping participation and partnerships between government, community service organisations and local communities. We then examine how policy as a technology or set of mechanisms is discursively creating contradictions and practice tensions within which community organisations engage for social justice.

Partnerships and participation seem to be the order of the day. Yet, for many community organisations, this way of ordering the social policy space is contradictory, creating practice tensions that increase the complexity of local service systems. Such changes impact community organisations in a politics that needs to be made visible if they are to be able to act in the interests of their members and service users. We therefore outline the social policy space currently constituted by four major discourses: neo-liberalism, managerialism, new paternalism and network governance as they intersect and interact chaotically, reshaping participation and partnerships between government, community service organisations and local communities. We then examine how policy as a technology or set of mechanisms is discursively creating contradictions and practice tensions within which community organisations engage for social justice.