The impact of work-based research projects at postgraduate level

Abstract

Purpose The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study. Design/methodology/approach This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution. Findings At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project. Originality/value This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition.

Innovative Productive Method Of Teaching Foreign Languages To International Students

“…Productive learning is connected with the implementation of the concept of professional guidance of students, which has become widespread in the US and European countries as a system of profession oriented training in the middle and higher school (work-based learning). Such kind of learning allows to strengthen continuity between the school and professional education, to solve the problem of developing http: //dx.doi.org/ 10.15405/epsbs.2018.12.02.1 Corresponding Author: Anna V. Rubtsova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 3 the necessary personal and professional qualities of pupils in order to achieve high professional results in the future (Costley & Abukari, 2015;Major, 2016;Meyer, 2014;Nottingham, 2017;Raelin, 2010;Ramage, 2014;Slotte & Herbert, 2006;Talbot & Lilley, 2014).…”

The thinking behind the action (learning)

“…Thus, the board agreed that practiceoriented research would better serve the participants learning and development needs. At masters level, a work-based project can often make an impact on the work context and also have a developmental effect on the program participant who becomes a practitionerresearcher to undertake the project (Costley and Abukari, 2015). It was therefore agreed that the program should incorporate an action-oriented change project, wherein students would initiate and address issues connected with change, complexity, and innovation in their own work environment.…”

Revisiting search and review for work-based projects

“…Pure and applied approaches to knowledge have been a standard feature for research and within many academic fields of practice, literature has been constructed for the purposes of distinct academic disciplines, where knowledge is codified within the academy. However, this does not necessarily provide effective and appropriate approaches to generate and codify a practice-oriented production of knowledge embraced by work-based research projects because work-based research projects are not an applied version of an existing theory and warrant a particular consideration Costley and Abukari (2015).…”