Authors: David Sims, Linda Murray, Kyoko Murakami, Katy Chedzey
Addresses: Cass Business School, City University, 106 Bunhill Row, London EC1Y 8TZ, UK. ' Learning and Teaching Development Unit, Brunel University, Uxbridge, UB8 3PH, Middlesex, UK. ' School of Sport and Education, Brunel University, Uxbridge, UB8 3PH, Middlesex, UK. ' Learning and Teaching Development Unit, Brunel University, Uxbridge, UB8 3PH Middlesex, UK
Abstract: This paper reports on a study of work placement students in a British university, looking at the stories that they tell about what and how they learn on their placements. It argues that the stories told do not only relay the student|s learning, but are also a part of how that learning takes place. Several of the stories seem to carry counter stories and the paper looks at several examples of students telling us both the story and its counter story, as if to express the need for both in their learning. This contrasts with the comparative univocality of some propositional learning. The paper suggests that narrative learning may be particularly appropriate when that which is being learned needs context, qualification and continuing development to make sense to the student.
Keywords: narrative learning; storytelling; experience; internship; work placement; organisational learning; paradoxes; counterpoint; higher education; UK; United Kingdom; university students.
International Journal of Innovation and Learning, 2006 Vol.3 No.5, pp.468 - 487
Published online: 24 Jul 2006 *Full-text access for editors Access for subscribers Purchase this article Comment on this article