Nottingham, P.

Professional artefacts: evaluating creative outcomes for work-based inquiry

Article

Nottingham, P. 2020. Professional artefacts: evaluating creative outcomes for work-based inquiry. Journal of Work-Applied Management. 12 (2), pp. 127-139. https://doi.org/10.1108/JWAM-03-2020-0014

Publication dates
Type	Article
Title	Professional artefacts: evaluating creative outcomes for work-based inquiry
Authors	Nottingham, P.
Abstract	Purpose This paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences. Design/methodology/approach The study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings. Findings Participants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals. Research limitations/implications As a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes. Practical implications It is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings. Originality/value Professional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals.
Keywords	Professional artefact; Work-based learning; Work-based projects; Inquiry; Communication; Creative arts
Research Group	Work and Learning Research Centre
Publisher	Emerald
Journal	Journal of Work-Applied Management
ISSN	2205-2062
Online	30 Jun 2020
Print	13 Oct 2020
Publication process dates
Deposited	06 Jul 2020
Accepted	17 Apr 2020
Output status	Published
Publisher's version	10-1108_JWAM-03-2020-0014_Vol12No 2pp127-139.pdf License CC BY 4.0
Copyright Statement	© Paula McIver Nottingham. Published in Journal of Work-Applied Management. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors.
Digital Object Identifier (DOI)	https://doi.org/10.1108/JWAM-03-2020-0014
Language	English

Permalink -

https://repository.mdx.ac.uk/item/89012

Log in to edit

Download files

Publisher's version

	10-1108_JWAM-03-2020-0014_Vol12No 2pp127-139.pdf
License: CC BY 4.0

93
total views
24
total downloads
0
views this month
0
downloads this month

Export as

Related outputs

Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement

Nottingham, P. and Mao, Y. 2023. Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement. Higher Education, Skills and Work-based Learning. 13 (5), pp. 1009-1022. https://doi.org/10.1108/HESWBL-02-2023-0041

The pivotal role of student assessment in work-integrated learning

Boud, D., Costley, C., Cranfield, S., Desai, J., Nikolou-Walker, E., Nottingham, P. and Wilson, D. 2023. The pivotal role of student assessment in work-integrated learning. Higher Education Research & Development. 42 (6), pp. 1323-1337. https://doi.org/10.1080/07294360.2022.2152981

Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice

Sutton, L., Mao, Y. and Nottingham, P. 2022. Exploring the use of learning communities of practice within a degree apprenticeship through university and partnership provision while incorporating the use of inclusive principles and practice. Work Based Learning e-Journal International. 11 (1), pp. 79-80.

Introduction to Imagining Radical Inclusivity in Work and Learning

Nottingham, P. 2022. Introduction to Imagining Radical Inclusivity in Work and Learning. Work Based Learning e-Journal International. 11 (1), pp. 72-73.

Introduction to special edition: access and inclusion in work and learning

Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Introduction to special edition: access and inclusion in work and learning. Work Based Learning e-Journal International. 10 (2), pp. 1-3.

Professionalising sales and forging futures: integrated degree apprenticeship case study

Nottingham, P., Sutton, L., Bravenboer, D., Stevenson, F., Williams, D. and Philip, E. 2019. Professionalising sales and forging futures: integrated degree apprenticeship case study. in: The impact of the SEEC Credit Level Descriptors: case studies UK SEEC. pp. 18-21

Paper 45: Exploring student perceptions of existing learning communities of practice within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies

Nottingham, P. and Mao, Y. 2022. Paper 45: Exploring student perceptions of existing learning communities of practice within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies. Sawchuk, P. and Mirchandani,, K. (ed.) RWL12 : Researching Work and Learning. Toronto, Canada 13 - 15 Jul 2022 Ontario Institute for Studies in Education, University of Toronto.

Equality, diversity and inclusion for work and learning in higher education

Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Equality, diversity and inclusion for work and learning in higher education. Work Based Learning e-Journal International. 10 (2), pp. 42-52.

Designing work-based learning approaches for Gen Y, Gen Z and beyond

Nottingham, P. 2021. Designing work-based learning approaches for Gen Y, Gen Z and beyond. in: Gerhardt, T. and Annon, P. (ed.) Applications of Work Integrated Learning Among Gen Z and Y Students United States IGI Global. pp. 166-187

Planning practitioner projects

Bibila, S. and Nottingham, P. 2020. Planning practitioner projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 183-203

Implementing practitioner research projects

Nottingham, P. and Biblia, S. 2020. Implementing practitioner research projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 204-224

A transitional plan for digital and technology change

Nottingham, J. and Nottingham, P. 2020. A transitional plan for digital and technology change. European Journal of Higher Education IT. 2020 (1).

A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062

Scott, D., Nottingham, P. and Wall, T. 2020. A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062.