University of Wolverhampton case study: Embedding practical work‐based modules into a traditionally, theoretical programme

Abstract

Purpose

This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work‐based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work‐based learning into what has traditionally been a purely theoretical programme.

Design/methodology/approach

This is a case study which evaluates the decision by the School of Legal Studies to implement a range of work‐based learning modules.

Findings

Initial findings suggest that there are clear benefits for students undertaking work‐based learning modules.

Research limitations/implications

Further research is needed to establish whether there is a clear link between students electing the work‐based modules and a positive impact on graduate employability.

Practical implications

Institutions could consider work‐based learning as part of the response to the employability agenda, in a climate where competition for jobs is fierce, particularly in the area of law.

Originality/value

This case study will be of value for those institutions which are considering introducing work‐based learning modules for law students.

Citation

Nicholls, E. and Walsh, M. (2007), "University of Wolverhampton case study: Embedding practical work‐based modules into a traditionally, theoretical programme", Education + Training, Vol. 49 No. 3, pp. 201-209. https://doi.org/10.1108/00400910710749332