Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum

Reports and links to papers on experience at Learning in Law Annual Conference 2008:

• Where two worlds collide: business, universities and work-based learning – Nick Johnson (University of Warwick) read report below
• Using reflection to enhance work-based learning: towards professionalism – Karen Clubb (University of Derby) read report below
• Ritualising reflection? Uses and abuses of learning journals – Caroline Maughan (University of the West of England) read report below

Where two worlds collide: business, universities and work-based learning

Nick told the story of an engagement with the world of work, using the Warwick Postgraduate Diploma in Regulatory Occupational Health and Safety to illustrate a range of issues involved in the development of work-based learning systems at postgraduate level.

Such systems are a relatively new venture for universities aside from business schools. Their development challenges all aspects of traditional university pedagogy, including the achievement of learning outcomes, forms of assessments, modes of learning and pastoral care.

Nick argued that the key precondition to engagement with the world of work is an understanding of the discourse and master metaphors used by each party and recognition of the consequences of arguments using that discourse. Although academics understand (at an intellectual level) the notions of ‘business need’, the consequences of arguments framed in that discourse are often unexpected. Similarly, the translation of key notions of teaching and learning from their normal paradigm of traditional university teaching raises new challenges for university quality assurance and course management systems.

Even the central image of a ‘student’ is challenged by work-based learning. To what extent do such students have ‘rights’ equivalent to those on traditional courses? Are the performative forms of knowledge and skills which are the subject of the postgraduate work-based learning courses appropriate for the university? Do they meet the quality assurance and other criteria for Masters level?

Central to a successful work-based learning partnership is the development of a sophisticated understanding, by both sides, of the formal and informal institutional structures of the organisation they are dealing with, its aims and the aspirations of its delegates or employees (which may not be the same thing). Those constructing such learning systems need to drive down deep into the partner’s business, going beyond the normal links to human resources or training departments to understand the nature of work at the business’s ‘workface’.

Using reflection to enhance work-based learning: towards professionalism

Karen described a work-based module offered to undergraduate law students at the University of Derby, considering whether the opportunity for work-based experience and the use of reflective practice can assist students in developing a concept of professionalism.

The module involves 150 hours of work-based learning in local community law advice centres, assessed by way of a reflective journal and a written case study. Before they are accepted onto the module students have to complete a clinic induction/training week, combining written and oral presentation with videoed role play and group discussion. This induction aims to provide the students with core skills such as interviewing, note taking, case management and research, underpinned by on-going reflection.

Students are offered the opportunity to experience law in practice, reflection being the tool by which they come to understand and appreciate the context in which they learn and operate, and to develop the values necessary for professional practice in the future.

Ritualising reflection? Uses and abuses of learning journals

Journal writing is a pedagogical tool commonly used in professional and higher education as a way of encouraging the reflective processes involved in creating meaning from experience. However, the notion of ‘reflection’ is problematic – the literature throws up a wide range of definitions, so that there is no generally accepted means of identifying or measuring it. Moreover, issues of privacy, ownership and power raise ethical questions about assessing and grading reflective writing.

Caroline offered several propositions for discussion:

• that central to any notion of ‘reflection’ is the capacity to explore situations of “perplexity, hesitation, doubt” (Dewey 1933)
• that this capacity involves complex processes of thought and contemplation which need space and time
• that reflective processes are not solely cognitive, but also engage the emotions
• that reflection is heavily influenced by the context in which it operates
  Participants were invited to share their perceptions and experiences of using learning journals, focusing on the following questions:

• What do we use journals for, and why?
• With what degree of success, in terms of:
  • the quality of reflection
  • the effectiveness of learning
  • student and staff expectations of the task
  • student and staff satisfaction with the task?
• How can we assess reflective writing?
• What are we assessing? Product? Process?
• Should we assess?

Last Modified: 9 July 2010