A critical account of practice within an innovative Foundation degree in UK higher education

Abstract

Purpose -The purpose of this paper is to explore the views of academics, senior university managers and employer representatives on the design and implementation of an innovative work-based learning (WBL) programme in UK higher education. Design/methodology/approach -The research project draws upon case study research and utilizes data from semi-structured interviews and documentary analysis of policy papers. The experiences of university staff and employer representatives were analysed methodologically using the organisational story-telling framework. Findings -The paper exposes voices which are rarely heard in the public domain and provides insights into the challenges involved in introducing new practices within higher education. The themes that have emerged are: the intensity of the learning experience; tensions amongst academics delivering the programme; and, academic support for students, particularly in relation to the importance of face-to-face contact. Originality/value -The paper addresses key gaps in the WBL literature, most notably a dearth of critical accounts of practice within WBL programmes from the perspective of university staff and employer representatives. This type of research is also needed given the increased priority by governments in relation to forging links between business and higher education.

Business students and work-life: mind the gaps!

“…One is related to capabilities available in the school domain. Studies by Costa (2009); Smith et al (2013) and Xia et al (2015) clearly emphasize the need for sufficient programme support particularly in the school domain to enable students to enter the host-firm and to enable the host-firm to handle inexperienced students. Other studies found that successful industry-university collaborative partnerships involved engagement such as having qualified WIL contactable staff in schools and businesses .…”

“…Pavlin (2016) suggest that WIL stakeholder motivational differences are compounded by institutional value differences. Smith et al (2013) emphasizes these value differences embracing attitudes and ability to build long-term commitment based on a true understanding and acknowledgement of host-firm needs. Nikolova and Andersen (2017) points out that understanding the client needs and mechanisms to support outcomes for the host was imperative in order to enable student learning in the host-firm domain.…”

“…G omez Fundamental challenges between the school and host-firm domains lead to various effects highlighted by many of the studies. Weaknesses in communication linkages between the host-firm and the school are hampered by organizational bureaucracy according to findings from Papadimitriou and Mardas (2012); Smith et al (2013); Jeffries and Milne (2014); Pavlin (2016) and Ishengoma and Vaaland (2016). Another challenge is to find the right host-firm to involve in WIL, secure placement and reduce the student entry barriers.…”