Can work‐based learning programmes help companies to become learning organisations?

Abstract

Purpose -The idea of the learning organisation as an aspiration for a continuous process of learning has become widely accepted by many organisations. The purpose of this paper is to examine whether demand-led higher education work-based learning programmes can help nurture a supportive culture of learning and continuous improvement that helps companies to become learning organisations. Design/methodology/approach -An analysis of students' work-based negotiated projects was undertaken to determine the extent to which their projects facilitated organisational learning. The analysis was carried out using an organisational learning checklist, developed through reference to the literature and research on organisational learning and learning organisations. Findings -The study highlights the fact that although work-based learning programmes can facilitate some aspects of organisational learning, the principles of organisational learning are not necessarily embedded in work-based programme design. Research limitations/implications -Although the results cannot be considered generalisable because they are based on a single case, further analysis of a greater range of work-based learning programmes could establish external validity of the findings. Further research could include the development of an organisational learning taxonomy or action research to develop a work-based programme that embeds organisational learning principles. Practical implications -The principles of organisational learning should be considered when designing work-based learning programmes. Originality/value -The study highlights the importance of considering organisational learning when designing demand-led, higher education work-based learning programmes and outlines a method for analysing the extent to which existing programmes embed organisational learning principles.

Learning experiences in mono-and intercultural workplace interactions – the job-demands-resources approach

“…Social interactions are of vital importance at each level, as information gains significance only when social actors (such as people, groups, organizations, etc.) determine its meaning through social interactions and refer it to their own experiences (Ions and Minton, 2012;Steensma et al, 2012;Tynjala, 2008).…”

Using work-based and work-applied learning to enhance the intellectual capital of organisations

“…Work-based learning programmes co-delivered with employers can be very demanding for higher education staff and institutions (Meakin and Wall, 2013). Ions and Minton (2012) used a case study approach to examine the link between a University work-based learning programme and organisational learning and concluded that "the results suggest that consideration should be given to embedding organisational learning principles into the design of work-based learning programmes at higher education level" (p. 30). Abraham (2012, p. 4) identifies key features of University-level work-based learning and observes that "Work-Based Learning appears to focus on learning in the workplace by individuals or as teams for the purpose of application".…”

Las prácticas externas desde la perspectiva de las entidades colaboradoras

“…De esta forma encontramos argumentos que hablan de la modernización de los empleados (Basit et al 2015;Felce, 2017;Ferrández-Berrueco, 2016a;Marzo et al 2008;Whittington & Ferrández, 2007) y del aprendizaje de nuevos conocimientos y las últimas innovaciones que los empleados pueden adquirir a través de estudiantes en prácticas (Antcliff et al 2016;Geller et al 2016;Guinart, 2005). Esto último implica que además se promueva la incorporación de la cultura del aprendizaje (White, 2012) introduciendo el ciclo de mejora continua (Ions & Minton 2012).…”

“…Por otra parte, encontramos otros factores relacionados con la reflexión profesional en cuanto que la colaboración permite una mejor aceptación de los cambios y obliga al entendimiento mutuo (White, 2012), haciendo que la empresa se aleje de lo tradicional (Whittington & Ferrández, 2007;Ions & Minton 2012). En resumen, la colaboración transforma a las empresas en organizaciones de aprendizaje (Bolívar, 2007;Ions & Minton, 2012), un concepto que ya introdujo Peter Senge (1992) en el ámbito empresarial y que con posterioridad se ha incorporado al contexto educativo Finalmente, dentro de este apartado hemos incluido los factores relacionados con la evaluación, puesto que la colaboración proporciona a la empresa un referente para evaluar su eficiencia (Hegarty et al 2011) y al mismo tiempo es una forma de evaluar el desempeño de los empleados (Siebert & Costley, 2013) promoviendo así una mejor cualificación de los empleados actuales y futuros (Felce et al 2016).…”

“…Es decir, la empresa busca al estudiante, y solo busca el beneficio o impacto a través de ellos. Así, por ejemplo, ninguna entidad entrevistada ha mencionado que colabora porque la universidad es el centro generador del conocimiento o la pretensión de avanzar hacia convertirse en una organización que aprende (Ions & Minton, 2012, White, 2012.…”