A worldwide bibliometric and network analysis of work-based learning research

Bezerra, Jacks Williams Peixoto; Mota, Fábio Batista; Comarú, Michele Waltz; Braga, Luiza Amara Maciel; Rocha, Leonardo Fernandes Moutinho; Carvalho, Paulo Roberto de; Tinoca, Luís; Lopes, Renato Matos

doi:10.1108/heswbl-03-2020-0035

Cited by 5 publications

(4 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Over the last three decades work-based and work-integrated learning has become a progressively important part of HE in the UK (Nixon et al, 2006) as well as worldwide (Bezerra et al, 2021). Work-based learning (WBL) can be defined as "all and any learning that is situated in the workplace or arises directly out of workplace concerns" (Lester and Costley, 2010, p. 562), while work-integrated learning (WIL) has been explained as "approaches and strategies that integrate theory with the practice of work within a purposefully defined curriculum" (Patrick et al, 2008, p. iv).…”

Section: Contextmentioning

confidence: 99%

See 1 more Smart Citation

Learning from digital adaptations to the pandemic: enhancing work-based higher education

Lester¹,

Crawford–Lee

2022

HESWBL

View full text Add to dashboard Cite

PurposeThis paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value.Design/methodology/approachA literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes.FindingsThe pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning.Practical implicationsMore attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning.Originality/valueThere has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.

show abstract

Section: Contextmentioning

confidence: 99%

“…Over the last three decades work-based and work-integrated learning has become a progressively important part of HE in the UK (Nixon et al. , 2006) as well as worldwide (Bezerra et al. , 2021).…”

Section: Contextmentioning

confidence: 99%

Learning from digital adaptations to the pandemic: enhancing work-based higher education

Lester¹,

Crawford–Lee

2022

HESWBL

View full text Add to dashboard Cite

show abstract

“…The approach was needed to have closed cooperation of vocational education and companies, and researchers have investigated all aspects of such an approach (Thurgate, 2021). In order to prepare recommendations for practical policy implications for the successful organization of work-based learning, it is significant to pay attention to all aspects for work-based learning organization and realization, including teaching staff (Rooney-Kron & Dymond, 2021), organization of the teaching process (Siebert et al, 2021;Bezerra et al, 2021) and organization of study process (Rosendale & Wilkie, 2021). Successful organization of all involved parties is of great importance (Wall et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Role of Cooperation with Stakeholders in WorkBased Learning Realization

2021

JSISD

View full text Add to dashboard Cite

Work-based learning is becoming a critical factor of vocational education in Latvia. A work-based learning system in this kind of education involves professional education schools, entrepreneurs, municipalities, public administration from the Ministry of Education and Science, several professional associations, and branch expert councils. In our research, we have compared evaluations of entrepreneurs, vocational education school managers, and students on their views on the cooperation of different stakeholders in realizing workbased learning. The assessment was carried out on the importance of cooperation of various stakeholders in realizing work-based learning with the Confederation of Employers of the Republic of Latvia. Most aspects were evaluated on a scale of 1-10 to get views of different groups and use various statistical indicators to analyze those evaluations by descriptive statistics, testing statistical hypotheses with t-test, and analysis of variance, using correlation analysis. Research results indicated that evaluations by different stakeholders are pretty similar on workbased learning analyses aspects by various groups, such as vocational education school managers, students, and entrepreneurs.

show abstract

“…Scoping reviews are still rare in the vocational education and training research landscape (Gessler & Siemer, 2020). Nevertheless, some mapping approaches exisit: Bezerra et al (2021) conducted a mapping of work-based learning research (period covered: no spe-a bibliometric field analysis to discover the intellectual structure and a bibliometric concept analysis to discover the conceptual structure of the field:…”

Section: Introductionmentioning

confidence: 99%

Scoping Review on Research at the Boundary Between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade

Gessler

Nägele

Stalder

2021

IJRVET

View full text Add to dashboard Cite

Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters.Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.

show abstract

A worldwide bibliometric and network analysis of work-based learning research

Cited by 5 publications

References 62 publications

Learning from digital adaptations to the pandemic: enhancing work-based higher education

Learning from digital adaptations to the pandemic: enhancing work-based higher education

Role of Cooperation with Stakeholders in WorkBased Learning Realization

Scoping Review on Research at the Boundary Between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade

Contact Info

Product

Resources

About