Workforce development, higher education and productive systems

Hordern, Jim

doi:10.1080/13639080.2012.758357

Cited by 15 publications

(15 citation statements)

References 31 publications

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“…Workforce development 'systems' (Hordern, 2014) are established and embedded in more university campuses, but developing pedagogy for these programmes is on-going and dependent on the partners' learning requirements.…”

Section: Discussion Of Wbl Pedagogymentioning

confidence: 99%

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.

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Section: Discussion Of Wbl Pedagogymentioning

confidence: 99%

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

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“…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'. WBL theories and practice can also be found in more traditional disciplinary related sources such as health practice (Rounce and Workman, 2005) and engineering (Medhat, 2008).…”

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

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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...

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“…Industry and higher education have traditionally come together to update disciplinary training or to meet individual industry needs, which does little to change the fundamental relationship between the two sectors. However, the industry-higher education cluster experience in El Salvador most closely fits into Hordern's (2014) Lab is the first of its kind in Central America and provides teachers, students and businesses with hands-on practical learning for the design of sustainable and energy efficient buildings. By working with industry partners in curriculum design, the university became the first HEI in Central America to prepare professionals with multidisciplinary skills in green design and construction.…”

Section: Examples Of Cluster-related Disruptionmentioning

confidence: 99%

Addressing workforce needs by disrupting traditional industry–higher education relations: The case of El Salvador

Navarro

Barbarasa

Thakkar

2019

Industry and Higher Education

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The authors analyze the recent undertaking in El Salvador to establish an innovative model of industry–higher education clusters that would facilitate collaboration between academia and the private sector – sectors that traditionally had not worked together because of historical distrust – to develop the skilled workforce needed for the country’s future economic growth. Under the USAID Higher Education for Economic Growth project implemented by RTI International, clusters were put forth as the platform for building sustainable partnerships between industry and higher education – facilitating dialogue, stepping into each other’s world and collaboration on curriculum planning, student internships, and applied research. The clusters have pushed Salvadoran universities to become more agile organizations, able to pivot to meet industry skills demands, and industries to recognize universities’ contributions to the creation of value for increased productivity. The El Salvador case is a collaborative multi-stakeholder model to meet workplace requirements for high-growth industries in low- to middle-income economies.

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Workforce development, higher education and productive systems

Cited by 15 publications

References 31 publications

Re-evaluating work-based learning pedagogy

Re-evaluating work-based learning pedagogy

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

Addressing workforce needs by disrupting traditional industry–higher education relations: The case of El Salvador

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