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

Costley, Carol; Armsby, Pauline

doi:10.1080/02602930600848267

Cited by 47 publications

(44 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Academic practitioners viewed the pedagogy as differing from more discipline-based interpretations of work-related learning and were more conscious of the 'mode' versus 'field of study' WBL debate (Costley and Armsby, 2007) introduced to clarify this range within HE practice. Respondent C identified the importance of the learner as a key characteristic for this perspective: "where government find it rather difficult to get hold of it in policy terms … is talking about the learner… pedagogy, learning philosophy, and this is essential in learner centred learning, absolutely… if it's situated it has to be learner centred."…”

Section: Discipline-centred Perspectivementioning

confidence: 99%

“…A distinction between the use of the workplace as a 'mode' or a 'field of practice' has been useful to differentiate WBL within HE (Costley and Armsby, 2007), especially among 'newer' forms of WBL that operate outside disciplinary boundaries and in new discursive spaces (Gibbs and Costley, 2006). More recent trends within HE have sought to develop a greater understanding of workforce development (Wedgewood, 2007;Connor, 2005) and define newer practice such as in Hordern's (2013) range of 'workforce development' based on an analysis of 'productive systems'.…”

Section: Work-based Learning Within Hementioning

confidence: 99%

See 1 more Smart Citation

The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

Nottingham

2016

Teaching in Higher Education

View full text Add to dashboard Cite

The renewed emphasis on developing flexible learning practices in higher education underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK higher education using three main perspectives that help to conceptualise the existing range of practice: discipline-centred, learner-centred and employer-centred. Data was collected from twenty academic practitioners with expertise in WBL using qualitative interviews, documents and observations at fourteen different institutions from seven regions in England. The research findings suggest that there are both commonalities and distinctive attributes across the range of practice that influence how academics develop and orient their pedagogy. It is argued that the characteristics and discursive features of these WBL perspectives present pedagogical approaches that could be adapted to inform more flexible mainstream provision.Key words: flexible learning, pedagogy, work-based learning, experiential learning, workforce development IntroductionAs higher education (HE) institutions embed more flexible approaches in teaching and learning for the twenty-first century learner, work-based learning (WBL) pedagogy continues to present innovative ways to develop curricula for engaging learners and workplace partners in order to widen access to higher education. The purpose of the paper is to provide a critique of three central pedagogical perspectives in the existing range of WBL pedagogy in the United Kingdom (UK) that could be conceptualised and adapted across a wider spectrum of the HE curriculum. These pedagogical perspectives and the experience of those delivering WBL could inform academic and academic related practitioners who are not directly involved in WBL programmes.As a WBL academic practitioner, my interest in WBL pedagogy is based on a professional commitment to contribute to an international body of knowledge within HE and to use evidence-based practice for my academic work with students. This paper draws on research that was designed to provide greater understanding of the WBL pedagogic range in use for learners based in the workplace. The findings were gathered as part of a larger research project during a recent period of expansion for work-based pedagogy and are here re-examined in terms of how these findings might inform a wider application. This paper addresses the need to provide research that critically examines WBL pedagogy within HE. The last sections and conclusion of the paper consider implications derived from the research as they align with current higher educational trends. The paper argues that understanding the nuances of the perspectives and distinctions in the academic discourses across the range could enable academics to apply and embed into their practice various elements of existing WBL pedagogy to address the current need for more flexible provision. Work-bas...

show abstract

Section: Discipline-centred Perspectivementioning

confidence: 99%

Section: Work-based Learning Within Hementioning

confidence: 99%

The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

Nottingham

2016

Teaching in Higher Education

View full text Add to dashboard Cite

show abstract

“…The methodologies used in WBL programmes are not specifically different to those that might be used in conventional academic research in similar contexts although there is an understandable tendency to use action based methods. These include problembased learning, action research, action learning, inquiry-based learning, case study, ethnography, cooperative learning, critical thinking and reflective practice (Van Gyn and Grove White 2004;Costley and Armsby, 2007). These are variously apparent in each of the case studies where students are expected to play a more active role in their learning experience, often addressing 'real world' problems and contributing to 'solutions' to be applied in the workplace.…”

Section: Discussionmentioning

confidence: 99%

Educational orientation and employer influenced pedagogy

Devins

Ferrández-Berrueco

Kekäle

2015

Higher Education, Skills and Work-Based Learning

View full text Add to dashboard Cite

Purpose -This paper explores the relationship between educational orientation and employer influenced pedagogy and considers some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe Design/Methodology/Approach -The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.Findings -The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.Research Limitations/Implications -The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.Practical implications -The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.Originality/value -The paper provides a new framework and a unique analysis of programme level case studies from three European countries

show abstract

“…This perception of increased responsibility is interesting. Costley and Armsby (2007) found that whilst supervisors may be happy mentoring or training, they often do not see it a part of their role to formally assess.…”

Section: "I Liked the Informal Bit Of Itit Was Good Having It In Mmentioning

confidence: 99%

A collaborative assessment of students’ placement learning

Cooper

2015

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

A collaborative assessment of students' placement learning AbstractThe research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professionally qualifying programme in the UK.Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel "able" to participate and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated.Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. Importantly, this research has shown that it is in the "doing" of assessment that a "shared language" is developed. Finally this research demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy.Additionally the collaborative assessment provides students with the opportunity to experience a "performance of understanding" in a community of practice that whilst pressured, reflects "real" professional life.

show abstract

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

Cited by 47 publications

References 6 publications

The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

Educational orientation and employer influenced pedagogy

A collaborative assessment of students’ placement learning

Contact Info

Product

Resources

About