How to measure the efficacy of VET workplace learning: the FET-WL model

Abstract

Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

“…Especially when different perspectives are to be comparedas has been the aim in at least some studies in the past (e.g. Krewerth et al 2008;Pineda-Herrero et al 2015;Saboga 2008;Walker et al 2012)this might be a worthwhile endeavor. Finally, it might also be possible to use the presented items outside of the traditional VET context, e.g.…”

The role and related variables of workplace learning in quantitative research

“…The rest of the articles approached workplace learning toward learning outcomes such as acquisition of knowledge and skills (Nikolova et al , 2016; Virtanen et al , 2014) and workplace learning efficacy (Pineda-Herrero et al , 2015), workplace learning success such as professional learning and workplace learning satisfaction (Nisula and Metso, 2019), development of professional skills during workplace learning (Metso, 2014; Metso and Kianto, 2014) and socialization-related learning or organizational learning. The review of workplace learning articles produced no consensus on how it should be understood.…”

“…Van der Zwet et al (2010) studied medical students in The Netherlands who were participating in clerkships in general practices. Pineda-Herrero et al (2015) examined VET students in Spain who had a professional work experience at a company as part of the VET curriculum. Metso (2014) worked with a sample of graduating VET students in Finland.…”

“…In the European VET system, including in Spain, The Netherlands and Finland, learning in the workplace and internship are a major part of the curriculum because it provides the students with the chance to practice the skills they obtained in school (Pineda-Herrero et al , 2015). Workplace learning is key in the VET curriculum, so European governments have placed emphasis on workplace learning in VET (van Rijn et al , 2013).…”

“…Multiple studies have presented workplace learning as an outcome (Table 4) (Harteis et al , 2015; Jönsson and Schölin, 2014; Kyndt et al , 2013; Matsuo and Nakahara, 2013; Metso, 2014; Nikolova et al , 2016; Nisula and Metso, 2019; Pineda-Herrero et al , 2015; Raemdonck et al , 2014; Van der Zwet et al , 2010; Weststar, 2009). When workplace learning is an outcome, its antecedents have various individual, group and leadership, job and organizational levels.…”