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1 – 10 of 255The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of…
Abstract
Purpose
The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace.
Design/methodology/approach
This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students.
Findings
The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working.
Practical implications
It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners.
Social implications
Widening access to higher education and increasing participation in HE.
Originality/value
The identification and description of a number of different models of WBL in operation in the HE sector.
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Kirpa Chandan, Carmel Kealey, Patrick Timpson and Brian Murphy
This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The…
Abstract
Purpose
This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.
Design/methodology/approach
The study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).
Findings
Results showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.
Originality/value
Although previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.
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Barbara Alice Brown, Jacqui Harte and Anne‐Marie Warnes
The purpose of this paper is to share practice on how two approaches to work‐based learning (WBL) are used to develop the knowledge and skills of health care staff with different…
Abstract
Purpose
The purpose of this paper is to share practice on how two approaches to work‐based learning (WBL) are used to develop the knowledge and skills of health care staff with different levels of experience and educational attainment within the Department of Nursing and the Department of Allied Health Professions at a post‐1992 university (UCLAN) and to enable two models of WBL to be differentiated, for the purposes of curriculum development.
Design/methodology/approach
The two models are mapped and compared using a curriculum framework, in order to illustrate differences in ethos, teaching, learning and assessment strategies between the two approaches.
Findings
Implementing two different approaches to WBL can meet health and social care employers' workforce development needs and can support the learning of diverse groups of staff, both those entering the health and social care services and those who are experienced and professionally qualified.
Research limitations/implications
WBL can be implemented in many different ways to serve a variety of needs, but curriculum developers need to explore, with employers and potential students, their rationale behind engaging in WBL and ensure that ethos, teaching and learning methods and assessment are aligned as discussed by Biggs.
Originality/value
This paper provides information on two approaches to WBL adopted by one university and offers insights to others beginning curriculum development in this field.
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The purpose of this paper is to discuss some of the higher education learning and teaching development strategies used to implement a university‐wide project to extend and embed…
Abstract
Purpose
The purpose of this paper is to discuss some of the higher education learning and teaching development strategies used to implement a university‐wide project to extend and embed work‐based learning (WBL) across all four university schools as part of a Centre for Excellence project in Teaching and Learning (CETL).
Design/methodology/approach
The paper considers the change and engagement strategies that were used and gives a flavour of the range of activities that were undertaken to integrate different modes of WBL into all the university schools. Different change approaches are considered in relation to how WBL pedagogies were adopted in different subject disciplines and are examples of approaches to introducing WBL into subject areas not previously involved. Factors which facilitated the embedding of WBL into subject disciplines will be considered in relation to the implications for future higher educational development projects. These factors include support and involvement at senior management level, the use of demonstrator projects within distinct areas as illustrations of good practice, and funding support from the Centre for Excellence for projects.
Findings
Effective embedding of WBL requires high‐level champions as well as innovators and risk takers who are educational developers to apply the change approaches within their own discipline in order to bring about change. Funding of educational evaluations and small projects encouraged engagement of educational developers.
Practical implications
Undertaking change in a higher education institution needs to consider the type of institution and the opportunities that present themselves through university policies and personal and professional networks, and to capitalise on the opportunities that are offered. Additionally, the use of funds and other inducements can ease reluctance to engage, and modelling of successful outcomes encourages further engagement.
Originality/value
This CETL was unusual in that it was pan‐university and endeavoured to share good practice and embed WBL across all subject disciplines. The paper demonstrates a range of change strategies that were used and offers practical examples of effective ways of involving a university in WBL.
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Bonnie Amelia Dean and Laura Rook
Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry…
Abstract
Purpose
Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace.
Design/methodology/approach
Through a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner.
Findings
New and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained.
Research limitations/implications
This paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive.
Practical implications
NPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum.
Originality/value
The NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities.
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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…
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.
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The purpose of this paper is to highlight the knowledge and insight gained building a work-based learning (WBL) degree apprenticeship developed through the Higher Education…
Abstract
Purpose
The purpose of this paper is to highlight the knowledge and insight gained building a work-based learning (WBL) degree apprenticeship developed through the Higher Education Funding Council for England Catalyst Fund. Requirements of the funding stipulated that, in addition to work WBL provision, the course should be offered as a two-year fast-track. This was required to help reduce the increased financial burden placed on students, which arose from the substantial rise in HE tuition fees sanctioned by the UK Coalition Government in 2010.
Design/methodology/approach
The paper presents a case study detailing the advantages and pitfalls of integrating WBL into fledgling but rapidly expanding creative industries, such as web media production and social media. The development and composition of WBL model was adapted from an existing and successful three year, traditionally structured, BA (Hons) web media production course. It adopted a model whereby partnerships between external organisations and educational institutions are established through a contractual agreement.
Findings
Growth of the web media sector, while rapid, is still embryonic. Consequently many employers, particularly in social media, remain small or micro businesses, many capable of only employing one student. This caused several accumulative and administrative and issues along with funding implications. While for many micro businesses the WBL model was appealing by provided employers with an appropriately skilled workforce that addressed the technical and digital skills gap, government funding and partnership initiatives proved to be more directly suitable for larger businesses.
Originality/value
The author considers the case study to be a distinctive insight into the development of creative and vocationally orientated subjects. The paper examines degree apprenticeships and WBL from the perspective of creative industries employer partnerships, particularly in the area of web and social media micro businesses. These are crucial areas for expansion as higher-level degree apprenticeships are rolled out in the UK.
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Anne Algers, Berner Lindström and Lars Svensson
More collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed, and used. The purpose of this paper is to…
Abstract
Purpose
More collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed, and used. The purpose of this paper is to explore a work-based learning (WBL) model, based on systemic negotiations between actors from the three parties: the academy, the industry, and the students. The purpose is to investigate how teachers, supervisors, and students value negotiated WBL as a boundary activity and to enhance the understanding of the learning potential at the boundary.
Design/methodology/approach
Activity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.
Findings
Diversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritise both systems equally but instead they were gradually socialised into the activity system of the industry.
Originality/value
When WBL is framed by a negotiated partnership it can manage and customise inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualised as an open learning practice.
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Lalith Liyanage, Rebecca Strachan, Roger Penlington and Biddy Casselden
Information and communication technologies have transformed higher education providing e‐mechanisms to support the delivery of content, communication and interaction. One example…
Abstract
Purpose
Information and communication technologies have transformed higher education providing e‐mechanisms to support the delivery of content, communication and interaction. One example is the widespread adoption of virtual learning environments (VLEs) by higher education institutions to provide a key interface among learners, the content and tutors. The aim of this paper is to explore the effectiveness of the design of educational systems for work based learning (WBL) from the learner's perspective. The study includes consideration of the use of technology to support the work based learning process for the learner.
Design/methodology/approach
Case studies from four postgraduate programmes and one undergraduate programme within the School of Computing, Engineering and Information Sciences (CEIS) at Northumbria University are presented. Key results from a survey of students on these programmes are discussed.
Findings
The results demonstrate that there are different motivations for this type of provision when compared with more conventional higher education programmes. In this digital age, technology should be a key enabling factor and students expect its adoption to support the learning process. However, academic institutions and staff are still not fully exploiting the possibilities of new media technologies through adapting their approaches to learning.
Originality/value
Traditionally the WBL concept has focused on two of the stakeholder contexts, namely the learner and the academic environment. Consideration of the other two important stakeholder contexts: the workplace and the external environment could significantly enrich the student experience and overall effectiveness of WBL delivery. The current study aims to address this deficit by considering all four stakeholders contexts in one model in order to evaluate the effectiveness of design of educational systems for WBL. This paper presents the first of these stakeholder contexts, the learner experience.
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Vincent Carpentier, Norbert Pachler, Karen Evans and Caroline Daly
The purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for…
Abstract
Purpose
The purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for Excellence in Work‐based Learning for Education Professionals at the Institute of Education, University of London. The Centre was part of the national CETL (Centres for Excellence in Teaching and Learning) initiative (2005‐2010) and focussed on exploring ways of transforming current models of work‐based learning (WBL) in a bid to respond to the diversity of professional learning needs within education and beyond.
Design/methodology/approach
The paper presents three case studies which are representative of the Centre's approach to drive theoretical development in WBL.
Findings
The three projects featured contributed to the development of WBL through synergetic cross fertilisation while operating independently from each other. Also, they are characterised by sustainability beyond the end of the CETL initiative. The Putting Knowledge to Work project developed and operationalised the concept of recontextualisation for WBL in successfully moving knowledge from disciplines and workplaces into a curriculum; and from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces. The London Mobile Learning Group developed a research dynamic around theory and practice of learning with mobile media which contributed to the development of new approaches in (work‐based) learning. The Researching Medical Learning and Practice Network created a community of practice bringing together educational researchers with medical education practitioners and researchers resulting in a greater understanding of how professional attitudes and practices develop in both undergraduate and postgraduate contexts.
Originality/value
The experience of the WLE offers an example of innovative ways to continue to develop our understanding of work‐based learning and inform practice. The impact of the WLE activities on theory, policy and practice is evident in the creation of national and international platforms strengthening existing institutional links.
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