Work in Progress
A huge learning curve: How TAFE practitioners are working with private enterprises
Summary
- Item:
- 10199
- Title:
- A huge learning curve: How TAFE practitioners are working with private enterprises
- Type:
- Managed research project
- Project no:
- NR2006
- Status:
- Finished
- Date commenced:
- 5 March 2002
- Contact:
- Roger Harris
- phone: +61 8 8302 6246
- email: roger.harris@unisa.edu.au
Purpose
The key objectives of the study are to:
1. identify, through in-depth analysis of six case studies across two States, how public VET practitioners work with and within enterprises
2. analyse the perceptions of these ways of working held by the public VET practitioners, industry personnel and their learners
3. critically evaluate, using learning network theory (LNT), the effectiveness of these ways of working, and
4. recommend how these ways of working may be enhanced in terms of effectiveness.
Approach
Case studies (IT, retail, automotive)
Research questions
1. What is the nature of the learning networks and work networks that exist in the enterprises under study, and what are their characteristics?
2. How is learning organised in the enterprises?
3. How and to what extent do the VET practitioners engage with these networks that already exist?
4. How do all parties conceptualise the ways of working of the VET practitioners?
5. How is the role of the VET practitioners perceived and received?
6. What influence do the VET practitioners have on the structure and pace of work and learning in these enterprises?
7. What is the nature and extent of the impact of the VET practitioners on existing work and learning networks?
8. How do the VET practitioners 'make meaning' of the relationships, climate, nature of learning, processes and structures within these networks?
9. What are the barriers to the VET practitioners being more effective in the workplace, and how might they be minimised?
10. What strategies might help to make the ways of working of VET practitioners in enterprises more effective?
11. In what ways might these strategies enhance the quality of VET teaching, assessment and learning?
Methodology
Stage 1 Preparation for data collection
* Begin development of a draft literature review
* Consult with TAFE institutes and enterprises to confirm participation in the study and establish timeline for data collection
* Prepare interview schedules and Ethics Protocol
* Obtain approval from the Human Research Ethics Committee of the University of South Australia to conduct the project
* Pilot interview schedules and focus group protocols and questions and revise where necessary
Stage 2 Data collection and analysis
* Complete literature review
* Conduct interviews with TAFE staff and enterprise staff, and focus groups with approximately 24 learners
* Analyse data collected
* Circulate summary of research findings to participants for comment
Stage 3 Write up of report and other products
* Prepare draft final report
* Draft final report submitted for review
* Final report and executive summary prepared and submitted to NCVER as per specifications
* Other products prepared (seminars, conference and journal papers)
Organisations
The Centre for Research in Education, Equity and Work (CREEW) was formed in 1995 through amalgamation of existing research groups as a means of advancing research into issues at the interface between education, work and the community. CREEW is a recognised and funded research centre within the University of SA.
