– authored with Paula Nottingham, published in Higher Education, Skills and Work-based Learning, Volume 4 No.1 * Awarded 2015 HIGHLY COMMENDED PAPER AWARD by Higher Education, Skills and Work-based Learning – Emerald LiteratiNetwork.

Abstract: The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University. This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al., 1989; Merleau-Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper’s methodology takes the work-based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning.

Keywords: professional practice, embodiment, curriculum development, Higher Education, work-based learning, artefact, professional artefact, work-based pedagogy, ideas

Citation: Nottingham, P. and A. Akinleye (2014) Professional Artefacts: Embodying Ideas in Work-based Learning, Higher Education, Skills and Work-based Learning, Vol. 4 Iss: 1, pp.98 – 108 https://doi.org/10.1108/HESWBL-09-2012-0036 

Link to article