Bridging the gap - students’ information practices in the transition to working life

Abstract

Introduction. Due to the increased academisation of earlier vocational educations, higher education faces a dilemma when professional skills are theorised. Therefore, many students experience a gap between academic education and working life. In this study, students’ information activities during professional training is explored as well as how they can support students’ transition to working life. The aim of this study is to provide more knowledge about how students’ information activities contribute to their transition into social communities at the workplace. Method. The empirical material was produced through 22 group interviews and 9 individual interviews with students on higher education programs aimed towards a particular occupation including professional training. Analysis. The analysis was conducted as an interaction between the empirical material, previous research and a practice theoretical approach. Four major themes were identified in the empirical material. Results. During their course of study, students seek, share and use information in different ways. In relation to professional training, their information activities change and develop as they socialise into workplace communities. Conclusions. Students’ transition to working life is an ongoing process during academic educations, shown by students’ changing information practices connected to professional training. During professional training students consolidate their understanding of workplace practices.