Start of the work-based learning revolution? The impact on academic quality of Dutch science masters, perceived by university professors

Abstract

Purpose

Work-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.

Design/methodology/approach

The authors carried out a case study, in which the authors interviewed 20 Dutch science professors to examine their vision on the master track Science, Business and Policy (SBP), a WBL program offered for over 15 years.

Findings

Generally professors are positive about its added value and recommend the track, especially for students with career ambitions outside academia. WBL is perceived to have a positive contribution to academic level. Professors indicated that for academic skills development, compared with a traditional master's program, SBP is evaluated neutral to positive.

Originality/value

Altogether the current climate at the university of Groningen towards WBL seems predominantly positive. The educational change towards a solid inclusion of WBL in the regular curriculum seems supported by one of the key players, the professors. This track could thereby be an example for other WBL programs worldwide.

Citation

Grooters, S. and Zaal, E. (2024), "Start of the work-based learning revolution? The impact on academic quality of Dutch science masters, perceived by university professors", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 1, pp. 192-217. https://doi.org/10.1108/HESWBL-05-2023-0120