Innovation in work-integrated learning

Kay, Judie; Ferns, Sonia; Russell, Leoni; Smith, Judith; Younger, Anne

doi:10.4324/9781003021049-16

Cited by 12 publications

(17 citation statements)

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“…NPWBL offers more control to scaffold learning environments, it reduces barriers to access and offers greater choice in fields where there is higher competition for placements. Emerging NPWBL models such as those described in Table 1 and Figure 1 can be scaled to suit larger numbers of students, by overcoming the constraints to engagement often faced by SMEs and community organizations (Kay et al, 2019). NPWBL can include one-off events, competitions and hackathons, as well as lending well to group-based projects including those spanning multiple disciplines (Simoes et al, 2021).…”

Section: Typologies Of Wblmentioning

confidence: 99%

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Toward sustainability: a typology for non-placement work-based learning

Dean

Rook

2023

HESWBL

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PurposeStudents experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace.Design/methodology/approachThrough a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner.FindingsNew and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained.Research limitations/implicationsThis paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive.Practical implicationsNPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum.Originality/valueThe NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities.

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Section: Typologies Of Wblmentioning

confidence: 99%

“…Table 1 below draws on definitions from a range of contemporary sources (e.g. Rook and Dean, 2023;Jackson and Meek, 2020;Kay et al, 2019) to offer examples of NPWBL after which illustrative examples from the literature are presented. It builds on and extends contemporary work on NPWIL (Rook and Dean, 2023).…”

Section: Typologies Of Wblmentioning

confidence: 99%

Toward sustainability: a typology for non-placement work-based learning

Dean

Rook

2023

HESWBL

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“…As well as remote support and monitoring of physical placements, there have been some efforts to develop truly virtual placements (Vriens et al, 2010) and internships (Herrero de Egaña et al, 2012), which have grown as support for remote working continues to increase among employers following the COVID-19 pandemic. The development of innovative models of WIL, such as micro-placements, hackathons and student-led consultancy and start-ups, also offers the potential for more flexible opportunities to gain valuable experiential learning (Kay et al, 2019). Virtual WIL models also offer unparalleled opportunities for trans-disciplinary, trans-institutional and transnational collaborative projects.…”

Section: Remote Delivery Of Activitiesmentioning

confidence: 99%

Online and Distance Education for a Connected World

2023

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LiST of TABLES xi List of tables 5.1 Distance students' intended career transitions and employability needs 6.1 Is e-learning strategic? 8.1 Bloom's taxonomy 9.1 Key features to maximise learner participation in an asynchronous online discussion forum 10.1 Questions/focus areas in purposive sampling survey and responses 12.1 Findings and implications: student behaviours 12.2 Findings and implications: student sentiment from survey and interviews 12.3 Findings and implications: academic integrity 12.4 Findings and implications: academic sentiment (from programme director interviews) 12.5 Findings and implications: academic sentiment (from examiner survey) 14.1 Breakdown of high achievers' engagement in discussion forum and peer review (n=15) 14.2 Breakdown of moderate achievers' engagement in discussion forum and peer review (n=18) 14.3 Breakdown of low achievers' engagement in discussion forum and peer review (n=19) 15.1 Global Blindness user types: target learners and key stakeholders 15.2 Three examples of Global Blindness users' goals and needs 19.1 Goals for 11 stages of engagement noTES on EDiTorS AnD ConTriBuTorS xiii

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“…Apart from this, there are some other strategies to improve the classroom environment for disabled students such as the active listening power of the teacher to understand the problems of individual students, building collaborative relationships with other students to improve their general knowledge, supportive strategies to solve their academic risk factors, establishing healthy classroom environment and many others. Besides that, the substitute teachers of every organisation also play an effective and impactful role such as providing ongoing projects in an easier way and helping every student to become calm and empathetic with specially-abled students and many others [17]. However, in 2021, the total value of the global market of elderly disabled assessment technologies and gadgets have reached 26.5 billion U.S. dollars and it will increase by 50 billion U.S. dollars in 2030 [18].…”

Section: Strategies For Enhancing Accommodation Strategies For Studen...mentioning

confidence: 99%

Accommodation Strategies for Students with Disabilities in the Classroom

Vats¹,

Dey²

2022

TTAICTE

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In this study, all the important aspects of accommodation strategies and their impact on the educational sectors specifically on students with disabilities have been discussed throughout the study. All the challenges faced by disabled students have been discussed in this study and how the implementation of accommodating strategies helps to improve their academic career has been discussed in a detailed manner in this study. However, this study has focused on discussing the different types of accommodation to understand the depth of these strategies and their impact on the educational sectors. These strategies help to develop empathy in the teachers by improving their teaching skills and these strategies provide more effective care and support to disabled students. However, there is a detailed discussion about the factors that affect accommodation strategies in the educational field and the factors that affect the mental health of students with disabilities. Hence, this study has included all the perspectives on implementing accommodating strategies in the education system to improve the academic career of disabled students positively. Besides that, the secondary qualitative data collection method has been implemented throughout the study to conduct appropriate outcomes of the study by thematic analysis of the collected data. Keyword :Academic Career, Academic Performance, Accommodating Strategies, Disabled Students, Learning Process, Mental Health.

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Innovation in work-integrated learning

Cited by 12 publications

References 0 publications

Toward sustainability: a typology for non-placement work-based learning

Toward sustainability: a typology for non-placement work-based learning

Online and Distance Education for a Connected World

Accommodation Strategies for Students with Disabilities in the Classroom

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