Work‐based Learning and Universities in the U.K.: a review of current practice and trends

Foster, Elizabeth; Stephenson, John B.

doi:10.1080/0729436980170202

Cited by 40 publications

(24 citation statements)

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“…Theorising on work-based learning is much more of a recognised field of academic research in the United States, Canada, Australia and the United Kingdom than in South Africa. David Boud (Australia), Ern Reeders (United States) and Foster and Stephenson (UK), among others, have examined differences between workplace and academic knowledge systems (Boud 1998;Reeders 2000;Foster and Stephenson 1998). There is an increasing number of studies in what may be referred to as 'working knowledge' (Boud and Garrick 1999;Beckett and Hager 2000;Symes and McIntyre 2000), by which is meant how knowledge production systems develop in contexts other than those of the academic disciplines.…”

Section: The Workplace As a Site Of Knowledge Productionmentioning

confidence: 95%

Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

Winberg

2006

High Educ

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Section: The Workplace As a Site Of Knowledge Productionmentioning

confidence: 95%

Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

Winberg

2006

High Educ

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“…Other definitions of work-based learning are based on the context in which the term is used. For example, in higher education literature, especially from the UK, work-based learning refers to an approach for gaining academic qualifications through university-industry collaboration in which the university develops an academic program that is designed to meet the needs of a specific industry or organization [7][8][9]. Work-based learning may also refer to the blending of workplace experiences with traditional classroom-based educational programs.…”

Section: Work-based Learning In Tvetmentioning

confidence: 99%

A Review of Continuing Professional Development (CPD) of Training Competencies for Malaysian Mechanical Industries

Zeti

Ismail

Nadzri

et al. 2018

MATEC Web of Conferences

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The aim of this paper is to review issues in continuing professional development of vocational training to the mechanical industries. The spectacle of individuals entering the labour market without relevant qualifications is common in Malaysia. There are many who choose to work instead of pursuing further education after secondary school. In the labour market, these individuals are considered to be low-skilled workers because they had no training prior to employment. The role of employers in providing training and education to employees is vital in establishing career development of employees. Employers who contributed to their employees' training funds through Human Resources Development Council would provide opportunities to increase the skills of workers. Based on the Malaysia's Development Plan of Occupational Skill, the issues and challenges that have been identified in producing skilled workers in interpersonal and technical skills. This paper provided an opportunity to examine an enterprise-based approach to skill formation for workers with basic academic qualifications. It presents an alternative scenario to institution-based Technical and Vocational Education and Training (TVET), which many Malaysians are familiar with. A structured curriculum development of human resources learning needs according to the job profile of the typical individual and group work which will provide a clearer perspective on knowledge, competence and skill levels of employee behavior in performing tasks will be discussed. The biggest impact on this study is to produce high skill employees concerning customer satisfaction and increased organizational productivity towards high income nations.

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“…A mode and field of study Brennan and Little (1996), Foster and Stephenson (1998) and Boud and Solomon (2001) refer to the differences in the implementation of WBL. The flexibility in the way WBL is interpreted means that different models are being offered that meet the needs of many people who work and are ready to study at a higher education level.…”

Section: Introductionmentioning

confidence: 98%

Work‐based learning assessed as a field or a mode of study

Costley

Armsby

2007

Assessment & Evaluation in Higher Education

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Work-based learning is used and assessed in higher education a variety of ways. In this paper we look particularly at the differences between the assessment of WBL when it is constructed as a field of study, i.e., using generic and transdisciplinary criteria and when it is constructed as a mode of study, i.e., when it is assessed using subject specific criteria but the criteria have been met through work-based practice. We draw data from a workshop that took place at a Universities Association for Lifelong Learning (UK) WBL conference that aimed to codify the various types of work-based learning being practiced in UK higher education and to ascertain how these are presently being assessed. We also drew data from our own experience as practitioners running international programmes in higher education WBL. Most universities approached WBL as a mode of learning, however there were a few who approached WBL as a field of study and some others that used both approaches to assessment. We conclude that the field of study approach to assessing WBL more closely matches the learning experience of the work-based students.

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Work‐based Learning and Universities in the U.K.: a review of current practice and trends

Cited by 40 publications

References 1 publication

Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

Undisciplining Knowledge Production: Development Driven Higher Education in South Africa

A Review of Continuing Professional Development (CPD) of Training Competencies for Malaysian Mechanical Industries

Work‐based learning assessed as a field or a mode of study

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