Making a virtue out of a necessity: part time work as a site for undergraduate work‐based learning

Abstract

Purpose

This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre‐requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment.

Design/methodology/approach

The authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small‐scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre‐determined and emergent themes.

Findings

There is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not.

Practical implications

This study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part‐time/casual (student) employees.

Originality/value

There is very little published research on this form of work based learning.

Citation

Shaw, S. and Ogilvie, C. (2010), "Making a virtue out of a necessity: part time work as a site for undergraduate work‐based learning", Journal of European Industrial Training, Vol. 34 No. 8/9, pp. 805-821. https://doi.org/10.1108/03090591011080986