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Re-evaluating work-based learning pedagogy

Paula McIver Nottingham (Institute for Work Based Learning, Middlesex University, London, UK)

Higher Education, Skills and Work-Based Learning

ISSN: 2042-3896

Article publication date: 8 May 2017




The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept.


This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations.


WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy.

Research limitations/implications

This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range.

Practical implications

The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE.


The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.



Nottingham, P.M. (2017), "Re-evaluating work-based learning pedagogy", Higher Education, Skills and Work-Based Learning, Vol. 7 No. 2, pp. 129-140.



Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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