Rethinking WIL for an Academic Discipline: The Model of Work Integrated Political Studies (WIPS)

Autor/inn/en	Piper, Laurence; Dahlquist, Karl; Sunnemark, Fredrik; Assmo, Per
Titel	Rethinking WIL for an Academic Discipline: The Model of Work Integrated Political Studies (WIPS)
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2191397 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piper, Laurence) ORCID (Dahlquist, Karl) ORCID (Sunnemark, Fredrik) ORCID (Assmo, Per)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2191397
Schlagwörter	Work Experience Programs; Political Science; Graduate Students; Masters Programs; Foreign Countries; Educational Innovation; Theory Practice Relationship; Epistemology; Political Power; Social Action; Philosophy; Ethics; Reflection; Experiential Learning; Sweden + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Ausland; Instructional innovation; Bildungsinnovation; Theorie-Praxis-Beziehung; Erkenntnistheorie; Politische Macht; Soziales Handeln; Philosophie; Ethik; Experiental learning; Erfahrungsorientiertes Lernen; Schweden
Abstract	The article develops a model for how an academic discipline like Political Studies can embrace work-integrated learning (WIL) to the benefit of students, the discipline, and wider society by interpreting WIL in relation to discipline-specific forms of knowledge and knower. The model is of a new Master's in WIL in Political Studies (WIPS) at University West, Sweden, an institution that is experimenting with the idea of WIL as a discipline beyond the mainstream framing of WIL as pedagogy only. In this innovative context, three ideas are central to WIPS. First, the content of WIPS is about research knowledge, rather than Political Studies knowledge. Second, drawing on political philosophy, the important relationship between theory or science ("episteme") and practice ("techne") is framed in terms of an additional concept of practical knowledge ("phronesis") regarding the particulars of political action to equitable ends and wisdom ("sophia") in regard to the philosophical and ethical nature of those ends. Third, WIPS re-thinks student learning in ontological ways that focus on the capabilities of the political knower. In sum, WIPS frames WIL as "reflective practice on research-intensive political work", offering a novel and enriched theoretical model of higher education learning of interest to other academic disciplines looking to embrace WIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01