Scientific Area: Social Science.

EXPR: Work-integrated Learning.

Name of the service: Student learning in higher education (HV).

Main responsible: Kristina Areskoug Josefsson, professor.

Category of the service: Research group.

Target group: Business, Industry, Health care, Education and more.

Scientific refence:

– Areskoug Josefsson, K. and Lunde, G.H. (2024), Learning from coproducing digital courses in sexual health in higher education in Norway, The Learning Organization, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/TLO-11-2022-0143
– Olsson, A. K., & Bernhard, I. (2023). Transforming doctoral education: Exploring industrial PhD collaboration in Sweden. International Journal of Work-Integrated Learning, 24(4), 523-536.
– Bernhard, I., & Olsson, A. K. (2023). One foot in academia and one in work-life–the case of Swedish industrial PhD students. Journal of workplace Learning, 35(6), 506-523.
– Piper, L., Sunnemark, F., Assmo, P. & Dahlqvist, K. (2023) Rethinking WIL for an Academic Discipline: The model of Work Integrated Political Studies (WIPS). Cogent Education. Volume 10, 2023 – Issue 1.
– Gustafsson Nyckel, J., Lander, R., & Thång, P.-O. (2020). Fragmented boundary zones between theory and practice in preschool teacher education in Sweden. Journal of Praxis in Higher Education, 2(20), 87–112.
– Rystedt, H. & Gustafsson, J., (2013). Authenticity and learning in a workplace-based educational programme, i K, Johansson., G, Lassbo. and E, Nehls (eds.), Inside the New University: Prerequisites for a Contemporary Knowledge Production, Oak Park, IL: Bentham eBooks. p. 67-94. ISBN/ISSN: 978-1-60805-727-6.
– Johnsson, A., Eklund, A. L., & Gustafsson Nyckel, J. (2024). Clinical work-integrated learning in times of crises. How the Covid-19 pandemic has affected registered nursing students’ clinical learning. Submittad.

Offer description:

This thematic area focuses on students’ learning and knowledge processes, as well as how higher education can be designed as work-integrated education for work-integrated learning. This area focuses on student learning and how higher education can be adapted to integrate working life. The research explores modern educational models and methods, including how theoretical knowledge can be combined with practical experience. It also includes different pedagogical approaches to promote interaction between theory and practice. The research is focused on understanding and improving learning processes by exploring pedagogical conditions and experiences that support student learning. The focus is on methods and models of higher education, including how learning is organized and promoted with regard to quality and sustainability. By integrating education and working life, research contributes to promoting participation in various areas of activity and to promoting reflection and application of theoretical and practical knowledge before, during and after education. This also includes the transition between education and working life and can be seen in a lifelong learning perspective.