Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden

• Published in: Critical studies in education Vol. 65; no. 4; pp. 403 - 420
• Main Authors: Sunnemark, Ludvig, Sunnemark, Fredrik, Dahlquist, Karl, Gahnström, Emil, Assmo, Per, Piper, Laurence
• Format: Journal Article
• Language: English
• Published: Melbourne Routledge 07-08-2024; Taylor & Francis Ltd
• Subjects: academic capitalism; Academic Education; Arbetsintegrerat lärande; deconstruction; Educational Practices; employability; Employment Potential; Higher education; Integrated Activities; Learning Activities; practice; theory; vocational; Work Integrated Learning; Sweden; practice; vocational; Work-integrated learning; employability; higher education; theory; academic capitalism; deconstruction
• ISSN: 1750-8487; 1750-8495; 1750-8495
• DOI: 10.1080/17508487.2023.2294462

In this article we interrogate how University of Sweden (UoS), the leading Work-integrated learning (WIL) university in Sweden, represents WIL publicly, discussing this in relation to higher education's changing role within an increasingly knowledge-based capitalism, in which knowledge and research become subsumed under demands for market utility and student employability. Through analysis of WIL literature we distil a theory-practice 'gap' with spatial, institutional, epistemological and pedagogical dimensions that WIL as a field of educational practice tries to 'bridge'. We use this conception to deconstruct how (UoS) presents WIL to potential students, partners, employers, and society at large. We find that while the university at the central level presents WIL as a synergistic and multi-dimensional activity that bridges the theory/practice divide to produce 'advanced knowledge' and employable students, the actual educational programs articulate WIL in a manner which privileges practical usability and employability over theoretical knowledge, in line with an academic capitalist focus on utility. Further, there is a significant difference in how vocational and academic programmes implement WIL. Whereas WIL components seem relatively easily integrated into professional programs present, academic programs must undertake advanced discursive manoeuvres to incorporate WIL's principles into what would otherwise be quite theory-focused programs.