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

Abstract

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.

Learning from digital adaptations to the pandemic: enhancing work-based higher education

“…Degree Apprenticeships are open to existing workers of all ages as well as new entrants and are being used for entry to professions, to provide access to graduate careers, for supporting progression within organisations, and aiding the professionalisation or modernisation of occupations from sales to policing (Lester and Bravenboer, 2020). As discussed by Talbot et al. (2019) there has been a corresponding decline in negotiated WBL in the UK, partly explained by the more favourable funding arrangements for Degree Apprenticeships.…”

Promoting the future of innovative higher education through thousands of master's programmes

“…First, the way how rankings of "innovative universities" are calculated was considered. This question is especially important if an innovative process is applied not only in teaching, but also in research or work-based projects (Jayantilal -O'Leary 2020;Talbot et al 2019). According to the related rankings, the fundamental criterion is cited research by academia and private industry, primarily in the form of patent filings and research papers.…”

Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

“…Indeed, for similar reasons NWBL frameworks have sometimes been at the forefront of other new initiatives in HE too such as developments in online and distance learning (Stephenson & Saxton, 2005). Staff involved in them therefore have a tendency to develop an ideological cohesion around their educational practice that helps foster distinct communities of practice around these approaches to teaching, learning and assessment (Talbot, Perrin, & Meakin, 2019).…”

“…For over two decades the Centre for Work Related Studies (CWRS) at the University of Chester and what became the Institute for Work Based Learning (IWBL) at Middlesex University have been prominent exponents of NWBL in HE. Both have recruited significant numbers of students (typically with over a thousand part-time learners at any one time in each case) and have developed their NWBL expertise in a wide range of fields ranging from business and management through to health and education (Talbot et al, 2019). They have also disseminated their practice in developing pioneering approaches to experiential learning, negotiated learning and prior learning, among others (Garnett, Costley, & Workman, 2009;Perrin, Weston, Thompson, & Brodie, 2010;Talbot, 2017).…”