Rethinking WIL for an academic discipline: the model of Work Integrated Political Studies (WIPS)

• Published in: Cogent Education Vol. 10; no. 1
• Main Authors: Piper, Laurence, Dahlquist, Karl, Sunnemark, Fredrik, Assmo, Per
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 2023; Cogent OA; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Academic disciplines; Arbetsintegrerat lärande; discipline; Educational Innovation; Educational research; Epistemology; Ethics; Experiential Learning; Foreign Countries; Graduate Students; Integrated Activities; Intellectual Disciplines; knowledge and knowers; Learning Activities; Masters Programs; pedagogy; Philosophy; Political philosophy; Political Power; Political Science; Reflection; Reflective Teaching; Social Action; theory and practice; Theory Practice Relationship; vocational and academic subjects; Work Experience Programs; Work Integrated Learning; Sweden
• DOI: 10.1080/2331186X.2023.2191397
• ISSN: 2331-186X

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.