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1 – 10 of 259Cheryl Brook and Christine Abbott
This study aims to explore a self-managed action learning (SMAL) initiative undertaken by social work assessors in England, which led to insights into the practice of SMAL.
Abstract
Purpose
This study aims to explore a self-managed action learning (SMAL) initiative undertaken by social work assessors in England, which led to insights into the practice of SMAL.
Design/methodology/approach
The paper draws upon the experience of the authors in relation to an actual SMAL intervention in a social care context in England.
Findings
The paper suggests that, in contrast to extant literature, it is not the absence of an “expert” facilitator, which has proved to be most challenging but rather dealing with the practicalities of managing inter-organisational sets online. Specific individual and inter-organisational learning came about as a result of the SMAL initiative, including the implementation of inter-organisational networking to support isolated assessors.
Research limitations/implications
The ideas and perspectives discussed in this paper will be explored through further empirical research.
Practical implications
The paper illustrates how SMAL can be implemented and suggests how it can facilitate organisational and individual learning.
Social implications
The paper discusses an initiative with the aim of better supporting assessors of newly qualified social workers; a task of enormous importance to the future of social work practice in England.
Originality/value
The paper contributes to a limited literature on the practice of SMAL. The uniqueness comes from both the multi-organisational aspect of the programme, that it is self-managed and delivered virtually.
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Iro Konstantinou and Elizabeth Miller
The authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning…
Abstract
Purpose
The authors explore the ways work-based learning (WBL) can help degree apprentices cross the gaps between the workplace and the classroom, arguing that problem-based learning allows them to become aware of the overlaps in skills required to succeed between the two sites of learning.
Design/methodology/approach
This case study of a self-managed learning module uses a workshop methodology to understand the ways 61 undergraduate business management apprentices in the UK navigate the boundaries between work and learning and develop skills across both domains.
Findings
The authors' findings suggest that degree apprentices do not always perceive the two sites as overlapping in terms of what skills are required and how learning takes place. However, WBL modules have the potential to make them aware of how one informs and reinforces the other. Students identified teamwork, communication and reflection as necessary at the workplace and in their studies. They also viewed learning agility at critical, especially in the time of coronavirus disease 2019.
Originality/value
The paper adds to the existing literature exploring how WBL learning can help minimise the gap between the classroom and the workplace by adding the analysis of the case study. Those interested in developing modules which embed theory and practice can benefit from the discussion on how such modules enable students to reflect on the crossover between the two sites, not only on degree apprenticeships but higher education degrees broadly.
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