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"Work Based Learning"
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Development and Contemporary Understanding of Work-Based Learning
Serious criticism of didactic intellectualism in the past resulted in a range of pedagogical approaches to Work-based Learning as a response to this issue. A comparative overview of the development of work-based learning over time is presented in this article. Additionally, a temporal approach to work-based and workplace learning is explored. We see the change of WBL from being one part of individual pedagogical approaches to becoming part of policy recommendations. Finally, a discussion of the didactic features of contemporary Work-based Learning clearly positions it as a didactic model. The paper stresses the importance of WBL as a didactic model that is appropriate in all student-centred classrooms, regardless of the level of education.
Journal Article
Work-based learning tools to inform the implementation of degree apprenticeships for the public sector in England
PurposeThe article identifies and examines key elements of a work-based learning framework to consider their use as part of the higher education response to the apprenticeship agenda for the public sector in England.Design/methodology/approachThis article draws upon work-based learning academic literature and the authors 28 years’ experience of the development and implementation of work-based learning at higher education level in the UK and internationally.FindingsThe article suggests that while the experience of work-based learning at higher education level appears to offer many ready-made tools and approaches for the development and delivery of higher and degree apprenticeships, these should not be adopted uncritically and in some cases may require significant repurposing.Research limitations/implicationsThis article is intended to inform practitioners developing degree apprenticeships. Given the degree apprenticeship is still at a relatively early stage in its implementation, this has limited the extent to which it has been possible to review entire degree implementation to the point of participant graduation.Practical implicationsThe article draws upon real-life implementation of innovative curriculum design and is of direct practical relevance to the design and operation of work-based learning for degree apprenticeships.Social implicationsDegree apprenticeships have the potential to increase productivity and enhance social mobility. Effective design and implementation of degree apprenticeships in the public sector has the potential to make a significant impact on the quality of public services.Originality/valueThe article provides an informed and sustained examination of how degree apprenticeships, especially those designed for public sector employees, might build upon previous higher education experience in work-based learning.
Journal Article
An analysis of the implementation and continuity of WBL delivery evident in Capstone Projects in a private business college in the UK
Purpose
An analysis is conducted on the implementation of Capstone Projects (CAPP) at a private business college in the UK as part of their work-based learning (WBL) strategy. CAPP are introduced for the first time in this college in the Autumn semester of 2017. The purpose of this paper is to study the continuity and impact of WBL through the CAPP.
Design/methodology/approach
Comparative data of student experience were collected and analysed from online polls throughout the Autumn and following Summer semester webinar lectures and a content analysis of formative assessment work included in the final submissions.
Findings
Data indicated that recommended changes after the Autumn semester were only partially successful by the Summer semester and that the continuity of the key pedagogical strategies identified in the Autumn semester were still noticed and mentioned (implicitly and explicitly) in the following Summer semester. Data indicated that the CAPP was a rewarding challenge, that the process of using a webinar was an appreciated and effective process overall and that good supervision made a significant impact on the success of the process.
Research limitations/implications
The implication of the research is that it indicates student experience from the application of WBL in the CAPP process.
Practical implications
Key future recommendations addressing improvements were mainly focussed upon the programme administration.
Originality/value
The work adds to a minimal amount of research on WBL within CAPP in the UK and adds to the knowledge within the field of WBL.
Journal Article
Differential impact of work-based learning on employee agility, ambidexterity and proactive goal generation
Purpose
This study aims to examine the moderating effect of supportive organisational culture (SOC) on the differential impact of work-based learning (WBL) on employee agility, ambidexterity and proactive goal generation.
Design/methodology/approach
A cross-sectional survey was conducted using an online structured questionnaire with 443 respondents in Ghana. The data set was analysed using structural equation modelling.
Findings
The outcomes of the study show that WBL has a significant and positive impact on employee agility, ambidexterity and proactive goal generation. However, the effect on employee agility was higher, followed by proactive goal generation and employee ambidexterity. The moderating effect of SOC on H1, H3a and H3b was found to have a decreasing effect.
Originality/value
This study augments knowledge by examining how different approaches to WBL collectively affect proactive goal generation, agility and ambidexterity. To the best of the authors’ knowledge, this is the first attempt to examine the differential impact of summative WBL approaches on employee outcomes.
Journal Article
Online work-based learning: A systematic literature review
It is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies (M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.
Journal Article
Learning from digital adaptations to the pandemic: enhancing work-based higher education
PurposeThis paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value.Design/methodology/approachA literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes.FindingsThe pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning.Practical implicationsMore attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning.Originality/valueThere has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.
Journal Article
Leadership learning and development at work: team meeting observation as a work-based intervention
Purpose
The purpose of this paper is to highlight a work-based leadership learning and development experience between a university and an organization in the Midwest of the USA.
Design/methodology/approach
The viewpoint highlights how the interplay of leadership in complex adaptive systems and Leadership-as-Practice development supports the need for work-based learning approaches to leadership development. The authors describe how the process of executive team meeting observations as a work-based, inquiry-focused leadership development intervention created a container for team members to explore their interactions and flow of practice in their everyday work experience.
Findings
Meeting observation and debriefing can be a powerful tool for work-based learning. This practice adds to the growing body of literature on collective, relational and practice leadership and offers insight into work-based learning for leadership learning and development.
Practical implications
Partnerships between higher education institutions and industry can create broader opportunities for leadership learning and development and contribute to organizational and community development. Leadership developers, consultants, coaches, trainers and practitioners can incorporate leadership learning and development experiences within existing organizational structures and systems.
Originality/value
This viewpoint provides new insights into a university-industry partnership to explore the impact of work-based leadership development exercises through meeting observations and debriefing activities.
Journal Article
The skill needs of the manufacturing industry: can higher education keep up?
PurposeThis paper explores the implications for higher education of the rapid development in technology used by the manufacturing sector. Higher education programmes change or new courses are introduced in attempts to match labour market demands. However, the pace of change in the manufacturing industry challenges the authors to reconceive how programmes and modules can and should be designed and delivered.Design/methodology/approachThis study is based on interviews with 26 senior management representatives from manufacturing companies in Ireland. The 26 senior managers and their companies represent the wide diversity of Ireland's manufacturing sector. All the interviews were face to face, complimented by a short questionnaire. Follow-up interviews focussed on the emergent findings were carried out to aid the writing of recommendations for the best practice in programme design and delivery.FindingsWhat emerges from this study is that the manufacturing industry needs skills at three distinct levels. The authors define and classify the skill requirements at entry, competent and expert level. The authors place an emphasis on upskilling as an aid to movement between the three levels. In addition, and significantly, the desired time frame for delivery of these skills and/or upskilling is very short.Originality/valueAccelerated reskilling programmes with faster, shorter bursts of work-based learning (WBL) and experiential training are required. With a growing demand for those at competent and expert level, it is necessary to promote WBL to facilitate the upskilling of those employed in manufacturing roles, particularly in small and medium-sized enterprises (SMEs).
Journal Article
The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development
Educational policy strategies give work-based learning (WBL) and dual learning pathways a prominent role in strengthening student engagement. Given this mounting policy attention, the current study aims to fill a knowledge gap with regard to the relation between WBL and student engagement, particularly within the context of dual pathways combining school- and work-based learning. To this end, we situated student engagement in the wider motivational framework of the self-system model of motivational development (SSMMD) to help theorize its antecedents in students’ learning contexts and psychological self-system processes. The main purpose of this study was to test the hypotheses based on the SSMMD within a WBL context and to relate student engagement in WBL to engagement in school-based learning. As most measurements of the elements making up the SSMMD were validated within a school-based learning context, we used confirmatory factor analyses to test the measurement transferability to a WBL context. Our findings show the relevance of applying the SSMMD to the context of WBL, hereby confirming the facilitating or inhibiting role of a WBL context in fulfilling the basic psychological needs of needs of autonomy, relatedness and competence, which in turn supports engagement in WBL. Our findings also show the potential to study work- and school-based learning as two interrelated learning contexts, stimulating researchers, policy makers and practitioners to further study and invest in dual learning pathways that purposefully combine learning in school- and work-based contexts.
Journal Article