Extending and embedding work‐based learning across the university

Abstract

PurposeThe purpose of this paper is to discuss some of the higher education learning and teaching development strategies used to implement a university‐wide project to extend and embed work‐based learning (WBL) across all four university schools as part of a Centre for Excellence project in Teaching and Learning (CETL).Design/methodology/approachThe paper considers the change and engagement strategies that were used and gives a flavour of the range of activities that were undertaken to integrate different modes of WBL into all the university schools. Different change approaches are considered in relation to how WBL pedagogies were adopted in different subject disciplines and are examples of approaches to introducing WBL into subject areas not previously involved. Factors which facilitated the embedding of WBL into subject disciplines will be considered in relation to the implications for future higher educational development projects. These factors include support and involvement at senior management level, the use of demonstrator projects within distinct areas as illustrations of good practice, and funding support from the Centre for Excellence for projects.FindingsEffective embedding of WBL requires high‐level champions as well as innovators and risk takers who are educational developers to apply the change approaches within their own discipline in order to bring about change. Funding of educational evaluations and small projects encouraged engagement of educational developers.Practical implicationsUndertaking change in a higher education institution needs to consider the type of institution and the opportunities that present themselves through university policies and personal and professional networks, and to capitalise on the opportunities that are offered. Additionally, the use of funds and other inducements can ease reluctance to engage, and modelling of successful outcomes encourages further engagement.Originality/valueThis CETL was unusual in that it was pan‐university and endeavoured to share good practice and embed WBL across all subject disciplines. The paper demonstrates a range of change strategies that were used and offers practical examples of effective ways of involving a university in WBL.

Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college

“…In many fields of employment, a first degree no longer suffices to pursue a career, and further studies are essential (Hill and Haigh, 2013; Workman, 2011). Postgraduate studies assist career advancement and market participation and act as levers for social mobility and promotion (Arar et al , 2015; Brooks and Waters, 2011, p. 13).…”

“…Recent trends show a significant increase in the number of students in postgraduate studies in education and an increase in the number and variety of academic institutions catering to this trend (Altbach, 2011; Arar et al , 2015; Workman, 2011). This worldwide phenomenon is also apparent in Israel.…”

“…Postgraduate studies for teachers can be promoted by addressing its students’ diverse motivations to study and ensuring that they will have increased desire, energy and resources to succeed (Byrme and Flood, 2005; Leonard and Rab, 2010). Developing postgraduate programs and marketing the institutions may also entice teachers to choose a particular college (Workman, 2011). Quality and availability of attractive programs and proximity of the studies to teachers’ places of residence may determine their choice of a particular institution (Unterhalter, 2010).…”

“…They also suggested that the proximity of the HEI to a student’s place of residence was very important. Other factors for the choice of HEIs noted in the literature (Workman, 2011; Brooks and Waters, 2011) include flexible admission criteria and flexible study requirements, students’ desire to “distinguish themselves” from other graduates: the HEI’s status (Reay et al , 2005) and engaging in a range of career-relevant studies. Workman (2011) argued that the most important factor when seeking where to study is the institution’s reputation.…”

The Student‟s Workplace Learning Program as a Strategy to Enhance Knowledge Worker Competency: An Alternative Way to Build Learning Organization

“…Students have learnt in the classroom and learning news one in the workplace [3]. In higher education (HE), many colleges and universities in many countries obtain workplace/work-based learning program in curriculums [4]- [6]. The educational institutes send students Manuscript received February 6, 2013; revised April 20, 2013.…”