Are academic outcomes of higher education provision relevant to and deliverable in the workplace setting?

Abstract

Current developments in higher education strongly indicate that the way ahead in many disciplines is much closer co-operation between academia and industry. There is growing demand that recognition should be given to learning, irrespective of the environment in which it occurs. This article reflects on what are deemed to be essential components of a degree, and considers how they might be transformed into forms suitable for demonstration in the work environment. The discussion is supported by findings of a survey carried out in conjunction with a development - Structured Industrial Practice Studies - which integrates academic learning and learning in the work environment for full-time students. The findings, however, are of relevance beyond the particular model of learning and mode of attendance. There appears to be potential for achieving in the workplace aspects of courses which, in recent times, have been the prerogative of higher education establishments. However, such potential is variable between working environments and is dependent on higher education providers adapting to different structures in delivery

Rethinking authentic assessment: work, well-being, and society

“…However influential, Biggs' meaning of authentic remains somewhat under-developed at this stage. An early example of the direct link between higher education, authentic activities, and the workplace comes in Seagraves et al (1996) study of the relevance of academic outcomes to the workplace (again in this journal).…”

Assessment of Learning Outcomes in Higher Education

“…Preparing students for competence in the workplace is a major goal of higher education (Bowen, 1977). HEIs have come under increasing pressures to prepare their students' ability to meet the needs of industry, commerce and other service organizations (Seagraves et al, 1996). This includes the development of skills that are valued in employment (Dearing, 1997).…”

Higher level national vocational qualifications: the candidates' experience

“…Thus, as Rivis (1996) notes, higher education institutions have an important role to play in supporting learning at higher levels, but are wary of NVQs due to the lack of clarity about the place of knowledge and understanding, the perceived rigidity of the framework and the individualistic stance of the standards which neglects the wider social, economic and politic contexts in which activities take place. However, Seagraves et al (1996), McAleavy & McCrystal (1995), Morgan (1997), Taylor (1996), and Winter & Maisch (1996) provide evidence that it is possible to incorporate the needs of the workplace in a higher education qualification. One way to achieve this, as the Dearing Report recommends, is for S/NVQs to be included within traditional academic qualifications (NCIHE, 1997, 10.24, p. 146).…”