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ERIC Number: EJ1113584
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1175-2882
Exploring Conditions for Transformative Learning in Work-Integrated Education
McRae, Norah
Asia-Pacific Journal of Cooperative Education, v16 n2 p137-144 2015
A qualitative study was undertaken that explored the conditions for transformative learning in cooperative education as a form of work-integrated learning (WIL), towards the development of a theoretical model. Four case studies were analyzed based on interviews with WIL students, supervisors and their co-op coordinator. The findings revealed that the enablers most involved in contributing to transformative learning were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Furthermore, the integration of these transformative outcomes into the WIL academic program or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment. The implications of these findings are that WIL theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes, time and creating a positive emotional space to support the critical reflection necessary for transformative learning outcomes. Furthermore, adopting a view of WIL as an interaction between two systems opens up possibilities for innovation and renewal in our WIL programs and workplaces.
New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A