Search results

The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives.

A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims.

The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn.

Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews.

The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

This paper aims to examine and summarize the findings of a comparative survey carried out to assess how learning outcomes acquired non‐formally or informally are validated and recognized. Owing to limitations of the study, this paper just seeks to consider the challenges that higher education faces, and the new possibilities that might emerge.

The methodology of the study includes critical and systemic analysis of references, also quantitative and qualitative research, which was completed as a three‐stage survey. The following methods were used: analysis of recent legal and political educational documents, structured interviews of experts, and a questionnaire comprising open and closed type questions.

The EU is committed to the principles of transferable learning but, until the principles and processes of recognition and validation of learning are integrated within national policy, this is unlikely to happen in any meaningful way. The current situation of autonomous HE management militates against consistency and equity of access for students wishing to have learning recognised and accredited.

A total of 55.3 per cent of questionnaires were returned (as 600 questionnaires have been sent out to NGOs in the countries mentioned), so this must be seen as a limitation of the study.

Findings can be used in designing and implementing procedures of validation and recognition in higher education (of learning outcomes acquired non‐formally and informally, e.g. in work place).

A targeted study enables one to make an informed comparison of practices (in the field of validation and recognition) among different countries, and to identify elements of the process that are successful in a variety of contexts.

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

The purpose is achieved by proposing portfolio use for documenting adults' personal and professional growth as part of their learning outcomes gained through non‐academic learning, including informal learning, work‐based learning and non‐formal learning that occurred outside one's workplace. To gain insights into the use of the portfolio for documenting adults' personal and professional development through different learning environments qualitative/content analysis was used, with the focus on the descriptions of adults' learning outcomes according to Carter's taxonomy. The study involved 11 portfolios drafted by candidates having claims for academic credits in a management study programme at Mykolas Romeris University in Vilnius, Lithuania. A learning format combining a portfolio development seminar followed by online consultations was created by the university; it was aimed at supporting candidates seeking academic recognition of their learning outcomes gained outside academia in exploring their non‐academic learning experience.

A structured portfolio and, more specifically, the portfolio based on Carter's taxonomy used as a tool for empowering the candidates has highlighted three important aspects of their learning claim, i.e. personal qualities, skills and knowledge as acquired in the non‐academic environment and built the basis for proof of personal and professional development in line with the requirements of existing university modules.

The research is not intended to compare the taxonomy of personal qualities, skills and knowledge against any specific curriculum requirements; rather, it should be subject to further discussion. The research is based on one of the very first attempts to introduce a validation procedure of non‐academic learning and thus bears limitations of a pilot project.

A clearly structured portfolio of learning outcomes enables adults to highlight important aspects of their learning claim and match their proof of learning in line with the university requirements for academic credit.

While portfolio has been frequently identified as an effective tool for learning, assessment and professional development in higher education, little known research has focused on the use of portfolio as a tool for documenting adults' learning outcomes gained outside academia.

The purpose of this paper is to explore how students, full-time and part-time, may be supported in becoming ambidextrous – developing “intrapreneurial” skills and capabilities, as well as being introduced to more typical “entrepreneurial” activities. It is proposed that both perspectives will be necessary for future graduates.

The paper highlights the fast-changing nature of the economic and employment context and the future requirements for graduate skills. It analyses and evaluates a framework of curricular and extra-curricular activities which has been developed to address future skills needs. The paper uses a case study to illustrate the issue.

The paper concludes that with increasingly flexible career paths, there is a need for graduates to be prepared for portfolio careers in which they move between employment and self-employment. The development of an independent mindset which can identify and exploit innovation is therefore important.

The paper outlines an approach that has been implemented in a UK higher education institution to the development of innovation skills which is responsive to a wider range of students than the conventional cohort of young, full-time students.

The paper highlights the importance of designing educational experiences which directly address students’ situations and experiences. It also identifies the role of work-based research in the development of an innovative mindset.

Using data drawn from two cohorts of learners studying the Bachelor of Arts (Professional Practice) programme at Middlesex University, the purpose of this paper is to critically analyse the effectiveness of work based learning in improving the skills bases of early career arts professionals in the twenty‐first century and to explore the changing place and role of “traditional” concepts of knowledge and teaching.

This study utilised a collaborative action research approach in order to categorise and theorise the themes that have emerged from the practice of delivering the programme, and to provide data that informed the on‐going curriculum development.

The study identified three emerging themes in terms of the role of knowledge attainment for the early career arts professional undertaking work based learning. First, knowledge attainment processes shift from a push model to a pull model, second the authors noted a change in the inequalities in knowledge attainment facilitated by the use of the web 2.0 platforms and third it is argued that there are recognisable differences in the value and use of experientially gain knowledge in the establishing and in the established practitioner. The study then suggests changes that may occur in terms of curriculum design, delivery and pedagogy to support establishing arts professionals through a work based learning programme.

There is a limited research discourse on the authenticity of the use of work based learning with early career professionals. Further, the study of this emerging cohort for work based learning programmes at Middlesex University points to a wider discourse in terms of positioning work based learning in volunteer environments, third sector and other creative industries contexts where the notion of work is challenged and the connection of learning to practice less firmly set in the established identity of a workplace.

This paper examines architecture as an example of the evolving context of qualifying routes in UK professions.

The background and current state of architectural education, qualifying routes and regulatory frameworks in the UK is presented as a case-study, and compared with practices in professional education and qualifying more generally including the use of Degree Apprenticeships.

Architecture has since the 1960s maintained an entry-route that is premised on periods of full-time academic study plus full-time practice. While a minority part-time version of this route has always existed (and is now being expanded through Degree Apprenticeships), variations seen in other professions such as experienced practitioner entry and accelerated routes from cognate fields have so far been lacking. Pressures for reform are emerging both from external changes affecting the profession and from the high cost of qualifying in relation to median incomes in the sector.

There is a need for more flexible and less expensive routes to qualifying as an architect, with substantial scope to use practices from other professions and areas of higher education to recognise existing levels of competence and improve crossover with other design and construction fields.

This is the first review of architectural qualifying requirements that has been made in the context of professional entry more generally.

The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia.

This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program.

The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity.

The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.

This paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.

The paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.

Work-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.

Work-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.

Resilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.

While resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.