Professional artefacts: embodying ideas in work-based learning

Nottingham, Paula; Akinleye, Adesola

doi:10.1108/heswbl-09-2012-0036

Cited by 5 publications

(8 citation statements)

References 11 publications

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“…This form of reflection in action, which attempts to discover how and what contributed to an expected or unexpected outcome, taking into account the interplay between theory and practice lies at the heart of the WBL pedagogy in each of the case studies. However, whilst critical reflection formalised into reports, essays, journals, logs, diaries or professional artefacts is often a valuable and central part of WBL (Nottingham and Akinleye, 2014;Eastman, 2013, Helyer, 2010, it should be recognised that challenges associated with grading and evaluation of such artefacts remain (Crème, 2008).…”

Section: Discussionmentioning

confidence: 99%

Educational orientation and employer influenced pedagogy

Devins

Ferrández-Berrueco

Kekäle

2015

Higher Education, Skills and Work-Based Learning

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Purpose -This paper explores the relationship between educational orientation and employer influenced pedagogy and considers some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe Design/Methodology/Approach -The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.Findings -The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.Research Limitations/Implications -The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.Practical implications -The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.Originality/value -The paper provides a new framework and a unique analysis of programme level case studies from three European countries

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Section: Discussionmentioning

confidence: 99%

Educational orientation and employer influenced pedagogy

Devins

Ferrández-Berrueco

Kekäle

2015

Higher Education, Skills and Work-Based Learning

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“…The curriculum development fosters the qualities of social media used "as a way of reviewing the inquiry process with peers" (Nottingham & Akinleye, 2014) to provoke thoughts and discussions within learning communities. Learners develop an appreciation of promoting diversity, acknowledgment, and respect towards "the possibility of a wide range of learning experience" (Nottingham & Akinleye, 2014), but they learn to understand "a formal theoretical framework" (Talbot & Lilley, 2014) through lectures, workshops, and tutorials. The curriculum also puts forward "a learner-centered strategy" (Nottingham & Akinleye, 2014) that highlights employment as an obvious target of work-based learning through critical pedagogy and job-related experiences.…”

Section: Work-based Learningmentioning

confidence: 99%

“…Learners develop an appreciation of promoting diversity, acknowledgment, and respect towards "the possibility of a wide range of learning experience" (Nottingham & Akinleye, 2014), but they learn to understand "a formal theoretical framework" (Talbot & Lilley, 2014) through lectures, workshops, and tutorials. The curriculum also puts forward "a learner-centered strategy" (Nottingham & Akinleye, 2014) that highlights employment as an obvious target of work-based learning through critical pedagogy and job-related experiences. For this reason, it is vital to enhance practical knowledge, the use of social networking, media, and the facilitation of positive learning environments (Talbot & Lilley, 2014).…”

Section: Work-based Learningmentioning

confidence: 99%

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Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Sudirman¹,

Gemilang²

2020

IJLTER

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This study outlines the contributions of work-based knowledge to the praxis of educational leadership in higher education. The research method is mainly concerned with a systematic review of literature that maps out relevant published articles on work-based learning and educational leadership using research guidelines namely 1) eligibility criteria, 2) data selection processes, and 3) data analysis. The results show that work-based learning has been touted as a pathway to learning transformation, participation in real-work situations, learning challenges and cultural contexts. More importantly, the appreciation of cultural values provides fertile ground for collaboration and lifelong learning in communities of practices and related organizations. Other componential parts of work-based learning potentials have influenced students to promote learning quality, authentic experiences, technology-enhanced knowledge, and work flexibility. Educational leadership has emerged as a means of leadership formation that highlights leadership emancipation and gender justice, role models [qudwa hasana] in Islamic guidance, and leadership roles including affective qualities and mentoring, problemsolving and knowledge creation. Both work-based learning and educational leadership correlate to each other in terms of some conditions namely collaboration, cultural context, engagement, and learning flexibility.

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“…Such artefacts have long been recognised as having potential for demonstrating skills and competences (eg Lyons and Bement, 2001, p.176). This notwithstanding there is comparatively little detailed research on work-based learning artefacts with some notable exceptions (Nottingham and Akinleye, 2014). Specific recent examples of students' work based artefacts from the unit include:  A report on communications at a large multinational organisation followed by the development of an internal communications strategy.…”

Section: Artefacts and Contractsmentioning

confidence: 99%

Work-based learning in a business school context

Brook

Corbridge

2016

Higher Education, Skills and Work-Based Learning

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The purpose of this paper is to highlight some of the issues involved in ensuring that final year undergraduate students have a meaningful work based learning experience as part of their business degree. It originated in discussions between the authors concerning varying attitudes towards the idea and practice of WBL in business schools. The study examines examples of artefacts produced for assessment, as well as perceptions of the practice of work based learning through an exploration of the perspectives and views of students and employers. Material was also gathered from the reflections of the authors in their capacity as WBL supervisors. Design: This paper draws on a qualitative research study which used semi structured interviews to obtain views on a range of issues associated with work-based learning, including the nature and scope of what is learnt and acted upon in the workplace and the value of the learning contract. The data comprises semi structured interviews with 13 graduates of a post-1992 UK University and with 5 employers. The authors also reflect on their experience in delivering the WBL unit. Findings: This study examines some key issues associated with work based learning. It supports the idea that unintended, informal and even 'tacit' knowledge may be effectively reflected upon and assessed; that learning contracts play an important role in work based learning arrangements and do not necessarily restrict or constrain what is learnt or how that learning is developed, and that artefacts provide the bridge between knowledge and work. Research limitations / implications: Employer feedback was limited, and despite attempting to contact all WBL graduates, only 13 responded and were able to be interviewed. The findings will be helpful to different stakeholders engaged in WBL who wish to develop effective strategies to maximise the benefits of WBL. The findings of this research relate to different elements in the process including the value of the employer-led project and the evidence of real improvements / contributions made in delivering their artefact, of the learning contract as a 'live' document and the value of informal, experiential learning in the process. Originality / value: The paper offers a contribution to our knowledge and understanding of perceptions of the actual practice of business students' work based learning.

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Professional artefacts: embodying ideas in work-based learning

Cited by 5 publications

References 11 publications

Educational orientation and employer influenced pedagogy

Educational orientation and employer influenced pedagogy

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Work-based learning in a business school context

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