Work‐based learning

Morris, Clare; Blaney, David L.

doi:10.1002/9781118472361.ch7

Cited by 12 publications

(21 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It agrees with constructionist theories of learning. Junior doctors construct their own knowledge by interpreting the current situation in light of their previous understandings . Dialogue with others plays an important role .…”

Section: Discussionmentioning

confidence: 99%

Learning on the fly: How rural junior doctors learn during consultations with retrieval physicians

Baker

Kumar

Kennedy³

2017

Emerg Medicine Australasia

View full text Add to dashboard Cite

Support provided by retrievalists extends the abilities of the junior doctors and often results in learning. When junior doctors are extended too far, they become overwhelmed and learning ceases. Junior doctors would like the retrievalists to spend more time explaining their actions and providing feedback. Even when both retrievalists and junior doctors are interested in teaching, it may not occur due to misunderstandings and differences in status.

show abstract

Section: Discussionmentioning

confidence: 99%

Learning on the fly: How rural junior doctors learn during consultations with retrieval physicians

Baker

Kumar

Kennedy³

2017

Emerg Medicine Australasia

View full text Add to dashboard Cite

show abstract

“…They can be typologized based on projects that determine the objectives of the laboratories and the profile of the users. This strand moves toward the solution of problems through educational practices, including the use of active methodologies focused on real cases of improvement of processes, projects, products, and societal problems, such as Project-Based Learning (Prince, 2004), Work-Based Learning (Morris and Blaney, 2013), Industry Based Learning (Henschke and Poppins, 2009), P5BL -Problem-, Project-, Product-, Process-, People-Based Learning (Fruchter and Lewis, 2001), or Learning By Doing (Schank, 1995). These are teaching and learning methodologies that seek perceptions, and practices for the development of students' competence in industry, services, and society, with students using these places as a laboratory for further promoting their skills and learning.…”

Section: The Maker Movementmentioning

confidence: 99%

Makerspace for skills development in the industry 4.0 era

Santos

Benneworth

2019

BJO&PM

View full text Add to dashboard Cite

Goal / Purpose: Universities are increasingly investing in makerspaces. These learning spaces are presented as a place where students can share their projects, can innovate using rapid prototyping equipment, use low and high technology that serves as a starting point for students to launch start-ups, get advice on how to place a product in the market, and relate to potential lenders. This paper aims to discuss whether companies can benefit from these projects and whether skills for engineers can be developed in this environment. The paper provides insightful perceptions of the actions developed by one emergent university to develop innovative methodologies to support industry and students, to provide potential partnerships that fund projects in order to better prepare professionals for the industry 4.0. Design / Methodology / Approach: A discussion of the subject was carried out based on the existing literature and an exploratory study in an existing makerspace in the Netherlands. It was one qualitative research based on a case study. Field observation and research questions were based on the technical skills of engineering described in theory. Results: This article presented the idea that the makerspaces can be a great source of innovation if they are appropriately designed. The connection between universities and companies, aligned to active methodologies for teaching and learning meets a global need within a corporate universe to get faster and simpler and make the team see the project in a more holistic and complete manner. However, the goal is to bridge the gap with professors, researchers, makers, start-ups, and companies who want to use business-to-business practices. It can be said that these are beneficial characteristics of a makerspace observed: (i) students' learning is more active, (ii) more interaction between students and professors, through different areas (iii) at an early stage, students get in contact with the professional reality of their field, as the projects are related to real Engineering problems, and (iv) students develop transversal skills. Practical implications: This paper identifies the potential that Makerspaces offer as a strategic approach to teaching and learning related to the fourth industrial era. This paper implies that universities and academics that wish to tailor their education to industry 4.0 need understand this model better, and where appropriate invest in educational infrastructures such as this in universities, companies or cities. This will ensure that universities are educating professionals with the most suitable skills for industry and society, generating innovation in creative teaching and learning spaces. Research Limitations: The study is limited to one empirical research, analysis, and observation of a case study that can serve as a basis for future studies in other locations.

show abstract

“…To start the process of revolutionising the HR curricula and making it more relevant will take a huge effort and commitment on the part of academics, programme administrators and even students; however, the successful stories of Australian and UK Universities that already implement, reflective learning, WBL and RPL (Critten, 2016; Helyer, 2015; Morris and Blaney, 2014) approaches to ensure their course offerings are relevant to the changing world can provide an effective example to institutions wanting to emulate such practices. We recommend that curriculum developers take into account the following: incorporate quality company visits or guest lectures per semester; cross-cultural relevance and appeal of the subject matter; introduction of business analytics as part of the curriculum; a framework to teach appropriate dress code (currently taken for granted); recruitment and selection preferences of applicants (CV vs LinkedIn); reduced attention span of modern learners; proliferation of free and easily accessible subject materials online; personality and characteristics of contemporary employees; balance between social and corporate life (work is no longer a 9 to 5 job in some cases); a “brick and mortar” vs online syllabus; and changing context of socio-political environment.…”

Section: Recommendation To Higher Educationmentioning

confidence: 99%

“…Recently, Helyer (2015) carried out a study that calls for reflective thinking in work-based learning (WBL) emphasising that such an approach promotes adaptable behaviours that can address the changing roles in today and future jobs market. Such a radical move to incorporate hitherto unpopular methods of assessing learning is defensible, and has been supported by others including Garnett and Cavaye (2015) and Morris and Blaney (2014) who advocated for the recognition of prior learning (RPL) practiced widely by Teesside University, University of Lancaster and Middlesex University. Still, there are gaps in the curricula of several other universities.…”

Section: Introductionmentioning

confidence: 99%

Making HRM curriculum relevant – a hypothetical practitioners’ guide

Benuyenah

Boukareva

2018

JWAM

View full text Add to dashboard Cite

Purpose Despite business schools teaching human resources management (HRM) for several decades, the skill set of graduates today fails to match the requirements of the industry. Although some attempt has been made to make the HRM curricula relevant, in most cases, a large gap exists between the subject, its assessment and the industry demands. The purpose of this paper is to illustrate the changing trends in the field of HR and present ideas that will guide modern HRM curriculum development. Design/methodology/approach The paper draws on professional experience of the authors in teaching and developing HR curricula as well as literature illustrations from work-based learning. Findings To achieve relevancy, HR curricula need to focus more on professional work-based skills that are pertinent to the contemporary workplace and re-structure exam formats to be in line with skills required in the HR profession. Research limitations/implications There is an opportunity to test the ideas expressed in this paper empirically; this can normally be done through a triad focus group including employers, students and teachers. Originality/value The paper is predicated on the mismatch between the teaching and assessment of some HR subjects and the needs of the contemporary HR profession.

show abstract

Work‐based learning

Cited by 12 publications

References 47 publications

Learning on the fly: How rural junior doctors learn during consultations with retrieval physicians

Learning on the fly: How rural junior doctors learn during consultations with retrieval physicians

Makerspace for skills development in the industry 4.0 era

Making HRM curriculum relevant – a hypothetical practitioners’ guide

Contact Info

Product

Resources

About