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

Abstract

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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