Professional learning in the business curriculum: Engaging industry, academics and students

Lawson, R; Fallshaw, E; Papadopoulos, T; Taylor, T; Zanko, M

Professional learning in the business curriculum: Engaging industry, academics and students

Lawson, R Fallshaw, E Papadopoulos, T Taylor, T

Zanko, M

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Publication Type:: Journal Article
Citation:: Asian Social Science, 2011, 7 (4), pp. 61 - 68
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Lawson, R	en_US
dc.contributor.author	Fallshaw, E	en_US
dc.contributor.author	Papadopoulos, T	en_US
dc.contributor.author	Taylor, T https://orcid.org/0000-0002-8847-7692	en_US
dc.contributor.author	Zanko, M	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	Asian Social Science, 2011, 7 (4), pp. 61 - 68	en_US
dc.identifier.issn	1911-2017	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31895
dc.description.abstract	Professional Learning has become a feature of business curricula in universities around the world. The term "professional learning" (PL) is often used to encapsulate dimensions of educational programs that highlight contemporary industry issues explicitly linked to industry and professional bodies. PL encompasses the skills, qualities and attributes that are required by industry and the processes through which those skills are acquired. It encourages deep learning in relation to the student's future profession, and includes industry engagement, work-integrated learning and authentic learning environments. This paper describes a typology of approaches to PL derived from a national study of good practices in business faculties in Australian universities. It identifies the enablers and impediments to the successful adoption of PL, and discusses the challenges associated with industry engagement in PL for academics, students and business organisations.	en_US
dc.relation.ispartof	Asian Social Science	en_US
dc.relation.isbasedon	10.5539/ass.v7n4p61	en_US
dc.title	Professional learning in the business curriculum: Engaging industry, academics and students	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	7	en_US
utslib.for	130203 Economics, Business and Management Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	7	en_US

Abstract:

Professional Learning has become a feature of business curricula in universities around the world. The term "professional learning" (PL) is often used to encapsulate dimensions of educational programs that highlight contemporary industry issues explicitly linked to industry and professional bodies. PL encompasses the skills, qualities and attributes that are required by industry and the processes through which those skills are acquired. It encourages deep learning in relation to the student's future profession, and includes industry engagement, work-integrated learning and authentic learning environments. This paper describes a typology of approaches to PL derived from a national study of good practices in business faculties in Australian universities. It identifies the enablers and impediments to the successful adoption of PL, and discusses the challenges associated with industry engagement in PL for academics, students and business organisations.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/31895