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The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes.

The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme.

The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes.

The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored.

The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.

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.

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.

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.

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.

Widening access to higher education and increasing participation in HE.

The identification and description of a number of different models of WBL in operation in the HE sector.

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.

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.

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.

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.

Work-based learning (WBL) has long been recognized and lauded for its transformative capabilities, enriching the knowledge and organizational and cultural impact of its learners. Students deepen understanding of their sector as well as professional interdisciplinarity on work-based academic programs, and in focusing on real-world scenarios in a scholarly way, open up opportunities for improvement and change. However, one of the key challenges in sustaining or continually improving provision for work-based learners in this context is in evidencing impact of enhancement-based, in-program learning and teaching activities. This chapter will examine some of the ways in which WBL values influence academic support delivery at one United Kingdom (UK) Higher Education Institution (HEI) and present examples of the operationalization of some WBL-driving principles in practice. In so doing, this chapter aims to share some of the tenets underpinning WBL practices in the UK in exploring its potential role and contribution as a socially responsible endeavor.

The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context.

This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL.

The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary-based university structures. WBL is concerned with knowledge which is often unsystematic, socially constructed and is action focused in order to achieve outcomes of significance to work. This contests the supremacy of the role of the university in curriculum design, delivery and validation of knowledge and means that work-based knowledge is often seen as transdisciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001).

Central to the distinctive nature of university WBL programmes is the role of the external organization as a partner with the university and the individual learner in the planning of learning activities which are intended to have significance for the workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students.

The paper has practical implications for the design and facilitation of WBL programmes at higher education level.

Provides an informed and sustained examination of the concept of WBL and knowledge.

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.

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.

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.

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.

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.

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

The purpose of this paper is to examine, evaluate and analyse the degree to which effective leadership can contribute to the success of any business including, in this instance, a specific higher educational institution (HEI).

The current challenging economic climate views most leaders within the public and private sectors, as having to manage in an époque of heightened uncertainty. Thus, the majority of businesses today seek ways in which they can work smarter within the perimeters of their valuable, but, nonetheless, limited, resources. The paper argues a successful work‐based learning (WBL) leader can improve the learners’ performances by instilling a degree of purpose and value into the learning process, achieved through mentoring and coaching of students, thus enabling their rapport to identify what is of importance, or value to themselves during their individual period of study.

The HEI examined, with its hierarchical structure and traditional learning programmes, seems appropriate to adapt to the challenges of the external environment whilst appreciating and recognising its internal assets. Within WBL, the leadership role is not “clear‐cut” as its collegial approach enhances the knowledge transfer process as it is at a pace set and agreed to the ability of the WBL students, who adopt responsibility for their own learning. Leadership and teacher development, through the concept of “Distributive Leadership”, can support an environment of “calculated risk”, to advance the HEI's reputation and corporate social responsibilities to its surrounding community.

The paper discusses the concept of leadership and how the WBL approach to learning/teaching, within HEIs, has helped to develop and advance this concept. It illustrates how WBL enhances the performance of an HEI, and the teaching/learning experience, through considering the role of the head teacher, teachers and students. All these elements are discussed against a backdrop of the challenges that an uncertain business environment presents; the main impact being that many HEIs are having to operate like a business and find practical methods to meet these challenges to attract new business and secure its existence.

The purpose of this paper is to present the methodology and results of practice-based learning in the Business School of a higher education institution (HEI) in Mexico, with a focus on students’ participation and learning experience.

This research is a descriptive and qualitative analysis of six team experiences within a larger project developed through university–business partnership with the aim of helping develop organizational capabilities of small and medium enterprises within the Tequila industry in Mexico.

Participation of students in project-based learning, in genuine scenarios alongside professional consultants, is an effective way to develop learning and to apply prior knowledge. Learning occurs at several levels, including developing professional knowledge, teamwork, leadership and communication skills, and to some extent consulting skills. Client organizations also develop learning in work-based learning (WBL) projects.

The research methodology does not allow for generalization of the results on a large scale.

This research shows a successful instance of project- and practice-based learning that may be helpful for HEIs seeking to implement this learning methodology.

There is research evidence that more students are expecting to get practice-based skills as part of their higher education training. This paper supports the argument that HEIs can develop wide scale WBL programs that have impact on students’ learning and skills development as well as on the development of host organizations.

The instance of WBL described in this research paper is unique within HEIs in Mexico.

The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence.

This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases.

Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning.

The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions.

The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample.

The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts.

This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

The paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

US author Brian Tracy believes that any problem can be overcome through learning and application of what has been learned. Such sentiments will no doubt be music to the ears of those companies whose biggest challenges include how to tackle the skills shortages that can blight their efforts to prosper and grow. In the UK, this has led to an increased focus on work‐based learning (WBL) and the establishment of links between individual business organizations and universities. One important outcome of this relationship is higher education (HE) support for innovative learning practices in the workplace. A core aim of WBL is to initiate development and change within the working environment. This covers a vast number of topics and issues, allowing considerable scope for various work‐based projects (WBP) to be undertaken at different HE levels.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.