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Open Access

Abstract

Details

Journal of Work-Applied Management, vol. 12 no. 1
Type: Research Article
ISSN: 2205-2062

Open Access
Article
Publication date: 14 September 2020

Deborah Scott, Paula McIver Nottingham and Tony Wall

403

Abstract

Details

Journal of Work-Applied Management, vol. 12 no. 2
Type: Research Article
ISSN: 2205-2062

Article
Publication date: 2 October 2023

Paula McIver Nottingham and Yan Mao

Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and…

Abstract

Purpose

Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting.

Design/methodology/approach

A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey.

Findings

The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice.

Practical implications

Post-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings.

Originality/value

This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 8 May 2017

Paula McIver Nottingham

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.

1604

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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

Details

Higher Education, Skills and Work-Based Learning, vol. 7 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 30 June 2020

Paula McIver Nottingham

This paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences.

2157

Abstract

Purpose

This paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences.

Design/methodology/approach

The study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings.

Findings

Participants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals.

Research limitations/implications

As a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes.

Practical implications

It is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings.

Originality/value

Professional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals.

Details

Journal of Work-Applied Management, vol. 12 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 22 April 2020

Tony Wall

387

Abstract

Details

Journal of Work-Applied Management, vol. 12 no. 1
Type: Research Article
ISSN: 2205-2062

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