Revisiting search and review for work-based projects

Costley, Carol; Nottingham, Paula

doi:10.1080/14703297.2017.1417885

Cited by 4 publications

(5 citation statements)

References 17 publications

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“…So as to correspond to the traits, expectations, aspirations and needs of its students, the demands of the market and work, the mission of the University and the need to foster (transversal) competences, how can they be taught? Its teaching will have to be grounded on an active teaching based, for example, on a work that approaches, in certain moments, the actual professional practice, with the contextualized use of the theoretical component [11,14,18,40,42,43]. Some examples of these methodologies are work-based projects, project work, case-and-problem-based projects, which foster and boost the development of not only technical-scientific but also transversal competences in students.…”

Section: Teaching Methods That Promote the Attainment And Developmentmentioning

confidence: 99%

“…Some examples of these methodologies are work-based projects, project work, case-and-problem-based projects, which foster and boost the development of not only technical-scientific but also transversal competences in students. In fact, and according to Costley and Nottingham [42] (p. 2), "The purpose of work-based projects, in our experience, is to achieve the objectives of 'real life,' often 'real time' areas of practice within an organizational setting that can be quite specific to the services or products within that organization. They establish the familiarity and awareness of other practitioners' current thinking on the subject area by means of collected knowledge and information so their expertise and awareness in the project area is evident.…”

Section: Teaching Methods That Promote the Attainment And Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

Sá¹,

Serpa

2018

Education Sciences

125

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At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

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Section: Teaching Methods That Promote the Attainment And Developmentmentioning

confidence: 99%

Section: Teaching Methods That Promote the Attainment And Developmentmentioning

confidence: 99%

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

Sá¹,

Serpa

2018

Education Sciences

125

View full text Add to dashboard Cite

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“…Over-reliance on academic texts may also be a consequence of teaching as taught: Boud et al (2018) and Oleson and Hora (2014) both observe the tendency for academics to reproduce pedagogic practices they experienced as students. WBL tutors seem to be in little doubt that academic literature should not be privileged in literature searches (Costley and Nottingham 2018) but how this translates into practical actions is unclear. Nor is there, to the authors' knowledge any published studies on how librarians advise WBL students.…”

Section: Academic Practices To Support Wbl Literature Searchingmentioning

confidence: 99%

Facilitating literature searches for work based learning students using an action research approach

Talbot

Bennett

2020

Research in Post-Compulsory Education

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This paper describes an action research project in a university to identify the requirements of Work based learning (WBL) students in respect of literature searches for practice enquiries and outlines measures subsequently taken to improve student support. The study confirms previous research that WBL students need to consult a wide variety of source material and not just academic texts. Students report uncertainty in using non-academic sources and difficulties searching. As a result, academic practices have been adapted to provide more consistent, comprehensive support. These include the production of online resources and modified practices by tutors and librarians. In line with the action research approach practices are monitored on an ongoing basis to ensure their continuing relevance.

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“…'Authoritative' literature in WBL can be academic or from other, practice relevant sources (Costley and Nottingham 2018). An important aspect of the programme is to sensitise learners so they become conscious of learning from experience, as the basis for all future professional development.…”

Section: Wbis Programme Designmentioning

confidence: 99%

“…They will also complete an exercise in structured reflective learning in which they submit personal professional experience for analysis, using authoritative literature to inform their thinking. What is considered to be authoritative literature in WBL can be academic or from other, practice relevant sources (Costley and Nottingham, 2018). An important aspect of the programme is to sensitise learners so they become conscious of learning from experience, which is the basis for all future professional development.…”

Section: Wbis Programme Designmentioning

confidence: 99%

What does it take for flexible learning to survive? A UK case study

Talbot

Perrin

Meakin

2019

HESWBL

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Purpose The purpose of this paper is to identify potential reasons for the success of an innovative work-based learning (WBL) shell framework in an adverse environment. Design/methodology/approach Case study is the experience of one programme. Findings Demand-led, flexible WBL programmes have to overcome a number of internal cultural and institutional barriers in order to succeed. Important requirements are likely to include effective leadership, financial viability, adherence to quality assurance, adaptability, entrepreneurialism and a cohesive community of practice incorporating these traits. Research limitations/implications The conclusions are drawn from shared experience and are suggestive only as they are not readily susceptible to empirical verification. The authors accept that the conclusions appear speculative for some, but they suggest that in order for innovative programmes to survive, more is required than sound pedagogy. Practical implications Although lessons may not be directly transferable, the paper draws attention to the importance of managerial, leadership and organisational factors necessary for innovative WBL programmes to survive and develop. Originality/value There is some literature on why some innovative higher education programmes and institutions have failed; however, there is little on why some programmes are successful.

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Revisiting search and review for work-based projects

Cited by 4 publications

References 17 publications

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

Facilitating literature searches for work based learning students using an action research approach

What does it take for flexible learning to survive? A UK case study

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