Search results

1 – 10 of 709
To view the access options for this content please click here
Article
Publication date: 17 November 2014

Stefan Lagrosen and Yvonne Lagrosen

The purpose of this paper is to examine relationships between quality management health dimensions, employee health, flow and work integrated learning in primary schools…

Abstract

Purpose

The purpose of this paper is to examine relationships between quality management health dimensions, employee health, flow and work integrated learning in primary schools. Previous research has indicated relationships between quality management and health. In this study, the role that work integrated learning plays in the connection between quality and health is investigated.

Design/methodology/approach

The study object has been a number of schools. A quantitative survey has been carried out. A random sample of 20 primary schools, of which 13 (65 per cent) agreed to participate, was selected. Questionnaires to their 301 employees were delivered and 229 (76 per cent) were returned. The reliability of the items were analysed with Cronbach’s alpha test. The statistical relationships between the items were studied with Pearson’s correlation test.

Findings

The results show that the items are reliable. Moreover, statistical correlations between work integrated learning on the one hand and employee health, quality management health dimensions and flow on the other hand are found.

Research limitations/implications

One limitation is that the research has only been carried out in schools and the possibilities of generalising the findings to other sectors are uncertain. Research implications are the relationships that have been identified between work integrated learning and the other factors.

Practical implications

The knowledge that has resulted from the study should be useful for organisations in their attempts to improve the health status of the employees.

Originality/value

The relationship between work integrated learning and employee health has not been studied in any other major study.

Details

International Journal of Quality and Service Sciences, vol. 6 no. 4
Type: Research Article
ISSN: 1756-669X

Keywords

To view the access options for this content please click here
Book part
Publication date: 29 August 2017

Narelle Patton

Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature…

Abstract

Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st century society requires expansion of competence and skills focused university curricula. Academic institutions are challenged to rejuvenate curricula to encompass – besides the development of students’ technical and cognitive skills – the development of students’ ability to engage with and drive their own learning, thereby developing graduates who can thrive in a fluid world. Work-integrated learning (WIL) is increasingly being embraced as a possible remedy to answer this call for career-ready graduates (Goulter & Patrick, 2010). Consideration of specific work-integrated learning pedagogies underpinned by situated and workplace-learning theories that privilege student participation in workplace activities is required (Patton, Higgs, & Smith, 2013). The critical contribution of student disposition to the shaping and reshaping of workplace learning spaces and the central position of students in driving – not just receiving – workplace learning must be part of the pedagogical change. Building on my doctoral research that used photo-elicitation techniques to explore physiotherapy students’ learning in clinical workplaces (Patton, 2014), as well as contemporary literature, this chapter introduces visual spaces as a pedagogical strategy to assist students to drive their own unique learning in workplaces.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Keywords

To view the access options for this content please click here
Article
Publication date: 11 May 2015

Ruth Stoker

Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In…

Abstract

Purpose

Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment.

Design/methodology/approach

Semi-structured interviews were conducted with established undergraduate bloggers to investigate which skills and attributes were developed through blogging.

Findings

When evaluated against the Prospects UK list of graduate attributes (the Government career’s service) blogging allows the development of the vast majority of transferable skills, abilities and behaviours expected of graduates. It is necessary to structure the curriculum to ensure that blogging is taught, and blogging activity monitored and evaluated, so that journalism undergraduates maximise the opportunities offered by blogging and fully reflect on their experiences.

Originality/value

This paper argues that these online environments, with their associated communities, offer journalism students opportunities for work-integrated learning. It argues that blog environments have the potential to enable students to develop journalism-specific skills, and enhance transferable graduate attributes including creativity, sophisticated communication competencies, initiative and problem solving. It suggests that blogging offers a platform for accessing experiential learning, and as such should be considered within a curriculum for work-integrated learning in the journalism and media subject area.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

To view the access options for this content please click here
Article
Publication date: 20 April 2020

AnneMarie Dorland, David J. Finch, Nadège Levallet, Simon Raby, Stephanie Ross and Alexandra Swiston

Work-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have…

Abstract

Purpose

Work-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?

Design/methodology/approach

In this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.

Findings

At the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.

Originality/value

Ultimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

Details

Education + Training, vol. 62 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

To view the access options for this content please click here
Article
Publication date: 5 November 2020

Finbar Lillis and Darryll Bravenboer

This article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF…

Abstract

Purpose

This article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs.

Design/methodology/approach

A literature review of key texts was used to identify “success characteristics” in WIL “signature” pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial “read-across” analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19).

Findings

The findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors; success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement); success characteristics in WIL can also be applied and operated across professions and sectors to demonstrate how the best practice in WIL should be applied in the design of DAs more generally.

Research limitations/implications

The original project research study focussed on WIL pedagogical practices in four specified professions across four public sectors within one institution. This approach, though limited, enabled the research study to focus on in-depth qualitative interactions with practitioners from different sectors rather than institutional differences. As a consequence, the research study was able to focus on in-depth and dynamic interrelationships in pedagogical practice from the perspective of the professions, which facilitated productive examination of similarities and differences across these professions.

Originality/value

The research study provided evidence of the potential value of a more explicit recognition of WIL practice in the higher education sector and how consistent approaches to WIL should inform programme design. This has potential to improve the quality of curriculum design and pedagogy across DA programmes and provide a valuable reference point for quality assuring this provision.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

To view the access options for this content please click here
Article
Publication date: 24 November 2020

Alex F. Leek

The challenge for policing in England and Wales is to evolve how it recruits and educates a workforce able to cope with the demands of contemporary policing. This paper…

Abstract

Purpose

The challenge for policing in England and Wales is to evolve how it recruits and educates a workforce able to cope with the demands of contemporary policing. This paper will examine how forces, who aspire to become learning organisations, have embraced the transition from police training to higher and degree apprenticeships and work-integrated learning. This paper will also benefit practitioners, leaders, provider staff, police staff, policy makers, all who have an interest in police education and the transitions currently being implemented. It also seeks to contribute to the conversation about the transition of policing to a graduate profession and looks to add value, to inform practice, raise standards and enhance policing practice in general.

Design/methodology/approach

Case study and draws on the experience of the collaboration of four universities to develop a national offer to meet the requirements of the Police Education Qualification Framework (PEQF) and how this has been further co-created in partnership with three forces. The data are drawn from first-hand experience of working with university and force colleagues over 18 months, including meeting records, documentation that has been produced and scrutinised by the College of Policing and the four universities through shared, multi-university and force quality assurance and validation processes. This data have been considered against the conceptual framework developed by Senge and others to support an analysis of how the collaborative development activity undertaken has contributed to police forces moving towards becoming learning organisations.

Findings

The findings from the analysis of the forces' engagement with the process of change show that the collaborative development work undertaken is ongoing and does indeed contribute to forces becoming learning organisations. The forces do see the associated benefits, and this may in turn lead to better-trained police officers and more effective force organisations. In addition, the model of collaboration and co-creation that has been adopted can provide a model of good practice for other forces and other universities to follow and from which to learn.

Social implications

An aim of this paper is to encourage the development of police forces for become learning organisations. The implied benefits of this are various but primarily the greatest benefit is aimed at wider society. A more educated, informed and professionally competent police officer, who in turn is part of a learning organisation, will only serve to improve operational policing, community justice and community cohesion.

Originality/value

This paper examines a transition in policing which presents only once in a lifetime. The transition to a degree entry profession is critical to the evolution of policing in England and Wales. The work of the Police Education Consortium (PEC) and the three forces is a new initiative and covers ground not explored previously. This paper offers a conceptual frame to examine these lessons learned from the development of this initiative and partnership, with a view to share that learning across higher education, policing, criminal justice and those involved in degree level apprenticeships. It promotes the view that work-integrated learning, the workplace and higher education can coexist comfortably and engender the development of police forces as learning organisations.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

To view the access options for this content please click here
Book part
Publication date: 29 August 2017

Norah McRae and Karima Ramji

Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their…

Abstract

Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their campuses. Also, Canadian organizations and multinational corporations have an increasingly diverse workforce. These trends require postsecondary institutions to prepare students adequately for this global village of the 21st century. At the University of Victoria’s (UVic’s) Co-operative Education Program and Career Services, we have created a strategy to help develop global ready graduates using a framework derived from Earley and Ang’s work on cultural intelligence (Earley & Ang, 2003). Cultural intelligence (CQ) is defined as an individual’s capability to function and manage effectively in culturally diverse settings (Ang & Van Dyne, 2008). A recently completed research project to measure the development of cultural intelligence of students participating in the UVic’s CANEU-COOP program formed the impetus for developing this CQ strategy (McRae, Ramji, Lu, & Lesperance, 2016). The strategy involves a framework that includes curriculum for inbound international students, outbound work-integrated learning (WIL) students, and all students preparing to work in diverse workplaces. In addition to developing specific curricula for these audiences, the strategy includes tools to assess the intercultural competencies that students gain during their WIL experiences, as well as helping students use these competencies to transition to the 21st century global village. This strategy and the Intercultural Competency Development Curriculum (ICDC) are discussed in this chapter.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Keywords

To view the access options for this content please click here
Article
Publication date: 20 February 2009

Sarojni Choy

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

Downloads
2416

Abstract

Purpose

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

Design/methodology/approach

The paper is based on a case study. Data were collected from interviews and a focus group with worker‐learners enrolled in a Graduate Certificate in Education (Educational Leadership) course.

Findings

The study finds that a project that piloted an organisation‐centred curriculum framework where learning was integrated in the context of the workplace met the needs of both individuals and their workplace. The success of such learning for a cohort of worker‐learners was contingent on especially designed teaching and assessment strategies, aligned learning and assessment to the strategic goals of the organisation where the cohort was based and to needs of the individuals. The evaluation of the strategies in the framework shows their potential to optimise learning outcomes for other cohorts and courses. It also highlights the importance of skilling learners for work‐integrated learning and making explicit the pedagogies and affordances available in the workplace.

Originality/value

The paper demonstrates the transition from university‐centred to organisation‐centred curriculum that employs work‐integrated learning to meet the needs of the workplace and the learners.

Details

Journal of Workplace Learning, vol. 21 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

To view the access options for this content please click here
Article
Publication date: 8 August 2016

Yvonne Lagrosen and Frederick Travis

The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality…

Abstract

Purpose

The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality management and brain functioning.

Design/methodology/approach

A literature review was conducted, investigating measures of workplace learning as well as the connections between brain functioning and management. Further studies will use the brain integration scale to compare levels of brain integration with measures of workplace learning.

Findings

The variables “empathy”, “presence and communication”, “continuity”, “influence”, “development”, “work-integrated learning” and “flow” were found to be relevant from the literature review to be tested for inclusion in the measurement instrument. A measurement model with these variables included has been developed.

Research limitations/implications

This paper is conceptual in its nature. Empirical studies are needed to validate the propositions.

Practical implications

The proposed measurement instrument can be used by managers to gain insight into underlying mechanisms in the organizational culture that influence employees’ learning and potential for development. Thus, it can aid managers to achieve profound learning in their organizations, which is necessary for continuously maintaining high quality of products and services.

Social implications

For society, the implementation of the proposed measurement instrument in companies could lead to better health and higher job satisfaction among employees.

Originality/value

Traditional ways of measuring working environment are rarely connected to brain functioning of the employees. Only requiring small resources, this approach adds to an understanding of underlying mechanisms.

Details

Journal of Modelling in Management, vol. 11 no. 3
Type: Research Article
ISSN: 1746-5664

Keywords

To view the access options for this content please click here
Article
Publication date: 24 October 2008

Tobias Ley, Armin Ulbrich, Peter Scheir, Stefanie N. Lindstaedt, Barbara Kump and Dietrich Albert

The purpose of this paper is to suggest a way to support work‐integrated learning for knowledge work, which poses a great challenge for current research and practice.

Downloads
4027

Abstract

Purpose

The purpose of this paper is to suggest a way to support work‐integrated learning for knowledge work, which poses a great challenge for current research and practice.

Design/methodology/approach

The authors first suggest a workplace learning context model, which has been derived by analyzing knowledge work and the knowledge sources used by knowledge workers. The authors then focus on the part of the context that specifies competencies by applying the competence performance approach, a formal framework developed in cognitive psychology. From the formal framework, a methodology is then derived of how to model competence and performance in the workplace. The methodology is tested in a case study for the learning domain of requirements engineering.

Findings

The Workplace Learning Context Model specifies an integrative view on knowledge workers' work environment by connecting learning, work and knowledge spaces. The competence performance approach suggests that human competencies be formalized with a strong connection to workplace performance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosis and competency gap analysis can be embedded into the normal working tasks and learning interventions can be offered accordingly. The results of the case study indicate that experts were generally in moderate to high agreement when assigning competencies to tasks.

Research limitations/implications

The model needs to be evaluated with regard to the learning outcomes in order to test whether the learning interventions offered benefit the user. Also, the validity and efficiency of competency diagnosis need to be compared to other standard practices in competency management.

Practical implications

Use of competence performance structures within organizational settings has the potential to more closely relate the diagnosis of competency needs to actual work tasks, and to embed it into work processes.

Originality/value

The paper connects the latest research in cognitive psychology and in the behavioural sciences with a formal approach that makes it appropriate for integration into technology‐enhanced learning environments.

Details

Journal of Knowledge Management, vol. 12 no. 6
Type: Research Article
ISSN: 1367-3270

Keywords

1 – 10 of 709