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Academic scholars have leveraged crowd work platforms such as Amazon Mechanical Turk for human subjects research for almost two decades. However, few scholars have reflected or questioned this mode of academic research. This paper aims to examine three fundamental problems of crowd work and elaborates on their lasting effects on impacting the validity and quality of human subjects research on crowd work.

A critical analysis is conducted on the characteristics of crowd work, and three fundamental problems of crowd work since its origin were identified, namely, the position of “Human-as-a-service,” the confusion of terminology and crowd work platforms’ abdication of responsibilities.

This paper explains that the three identified fundamental problems of crowd work render at least two lasting problems in crowd work-based research: first, the negligence of the teleological difference between crowd work and academic research; second, the ontological schism between scholars and institutional review boards (IRBs) in their ethical concerns and practices.

This paper critiques the foundation of crowd work-based research that has become growingly popular, extolled and taken for granted. Such a critique is deficient in literature and may seem a bit peculiar. However, we hold that it is time to take research ethics seriously in crowd work because we need to introspect and question ourselves as scholars: What is our motive or ethical stance in using crowd work for human subjects research? Is it for advancing scientific knowledge, promoting crowd workers’ welfare, or predominantly for benefiting ourselves from the fast, cheap and “good” data via crowd work?

Underlying much recent development in data science and artificial intelligence (AI) is a dependence on the labour of precarious crowdworkers via platforms such as Amazon Mechanical Turk. These platforms have been widely critiqued for their exploitative labour relations, and over recent years, there have been various efforts by academic researchers to develop interventions aimed at improving labour conditions. The aim of this paper is to explore US-based crowdworkers’ views on two proposed interventions: a browser plugin that detects automated quality control “Gold Question” (GQ) checks and a proposal for a crowdworker co-operative.

The authors interviewed 20 US-based crowdworkers and undertook a thematic analysis of collected data.

The findings indicate that US-based crowdworkers tend to have negative and mixed feelings about the GQ detector, but were more enthusiastic about the crowdworker co-operative.

Drawing on theories of precarious labour, this study suggests an explanation for the findings based on US-based workers’ objective and subjective experiences of precarity. The authors argue that for US-based crowdworkers “constructive” interventions such as a crowdworker co-operative have more potential to improve labour conditions.

Introduction: Work-based learning (WBL) bridges the gap between academic theory and exposure to real-life situations where students’ knowledge is filtered and applied to relevant workplace environments.

Purpose: This study aims to examine students’ and employers’ voices on their perspectives of WBL. It focuses on students reading for an undergraduate degree in Bachelor’s in Commerce in two majors, with a specialisation in Public Policy at the University of Malta.

Methodology: Questionnaires were sent to students to obtain their views on the experience and benefits of WBL. This was followed by structured interviews conducted with employers and undergraduate students to provide an overview of their respective work-based experiences. WBL providers were asked to draw up reports on the students’ performance. The feedback which emerged from the structured interviews on the nature of these experiences was analysed. These tools helped to calibrate and refine the nature of these practices.

Findings: The study’s findings show that WBL experiences help students increase technical knowledge, improve their soft skills, and learn new tools, sought after by employers. Feedback emanating from employers’ perspectives serves to temper the University course curriculum to ensure that it is relevant to the requirements of modern-day society.

The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.

Conceptual modelling and qualitative descriptions of each pedagogy.

Many of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.

A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning.

This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled.

This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces.

This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning.

The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

The paper reports the outcomes of one module of a collaborative learning project aimed at the development of leadership capacity in district health management teams in the East Cape province of South Africa. A work‐based learning methodology was selected for the module with the intention of developing strategic and procedural knowledge bases within these teams as a way of addressing the complex problems of policy implementation in South African state organisations. The paper demonstrates the effectiveness of collaborative work‐based projects in developing team members’ capacity to solve difficult workplace problems and to implement strategy in a challenging operational environment. It endorses the role of leadership coaching in the development of, and ability to leverage, important strategic knowledge resources that reside within and between team members. The paper concludes with an example that demonstrates the developing ability of team members to initiate successful collaboration around the resolution of complex service delivery problems.

This study attempts to investigate the interrelationship between choice-based educational achievement and employability prospects across the skill-based occupations amongst the youth in India.

This study relies on the use of National Sample Survey (NSS) data on employment and unemployment for the 68th round (2011–2012) and the Periodic Labour Force Survey (PLFS) (2017–2018). To estimate the relative contributions of choice-based educational attainment affecting the skill-based employment of youth in a different category of occupations ( high/medium/low skilled), the multinomial logistic regression and its marginal effects have been used.

The study finds educational attainment both as an opportunity (improvising employability in the high and medium skill occupation) and a challenge (highest unemployment amongst the educated) while ensuring skill-based youth employability. Despite the growing enrolment of youth in education, youth from a general education background does not find sustained employability prospects in high-skill occupations.

Vocational education highlights a brighter employability prospect but the acceptability of the same amongst the youth needs a policy intervention.

Educational choices need an intervention based on market-driven apprenticeships and training.

The decline of overall employability in the low-skill occupation raises a threat to inclusive development as such youth results to Not in Employment, Education or Training (NEET), better identified as the unproductive economic youth.

This study attempts to investigate that “how far the choice of educational attainment (general/technical/vocational) is able to make youth a fit in the world of work?” in the Indian context, where the youth constitute the highest share in the population.

Searching for appropriate images as part of a work task is a non-trivial problem. Journalists and copywriters need to find images that are not only visually appropriate to accompany the documents they are creating, but are acceptably priced and licensed. The paper aims to discuss these issues.

A work-based study methodology and grounded theory are used to collect qualitative data from a variety of creative professionals including journalists.

The authors report the findings of a study to investigate image search, retrieval and use by creative professionals who routinely use images as part of their work in an online environment. The authors describe the commercial constraints that have an impact on the image users’ behaviour that are not reported in other more academic and lab-based studies of image use (Westman, 2009).

The authors show that the commercial image retrieval systems are based on document retrieval systems, and that this is not the most appropriate approach in the journalism domain.

The authors describe the properties of an “information expedition”; the image seeking behaviour exhibited by journalists in an online environment, and contend that it is significantly different to existing image seeking models which represent other user types.

This study aims to introduce an alternative model, “volatility, uncertainty, complexity and ambiguity (VUCA), Virtue and Vice” (3V’s), to unleash leadership skills, promote organisational collaborative change and impact sales performance during an unprecedented crisis.

The methodology outlines action research based on the 3V’s model and its application in an international business-to-business sales organisation during Covid-19. It explores alternative paths informed by play-at-work and Plato’s philosophy applied to work-based-learning. Each action/iteration adds to the model, which becomes more likely appropriate for various situations.

The 3V’s boosted change implementation and improved sales performance. The 3V’s conceptualised an invitation to immerse oneself in the constant “river of change” (VUCA) and a means of understanding the role of leadership in navigating this change by embracing simple rules: searching for justice (Virtue) and overcoming the barrier of public opinion (Vice).

The 3V’s model is grounded in leadership literature and a sole application, providing real international data relevant to organisations and leaders. This has yet to be evaluated further.

3V’s can enhance the understanding of a leading collaborative change and re-frame team dynamics in post-pandemic times for the broader public.

The approach advocated is a practice of “swimming alongside the team”, which should enable empowerment and collaboration rather than a top-down direction. Focussing on leaders who are moral people, this approach becomes a differentiator in a digital world.

This study examines Plato’s philosophy, play-at-work and other leadership theories in a model which prepares organisations to respond to crisis by providing the ability to reflect on human aspects and straightforward, transferable skills.