Learning through work-based learning

Major, David

doi:10.4324/9780203416006_chapter_2

Cited by 8 publications

(5 citation statements)

References 0 publications

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“…It has already been claimed that educators do not provide learning that is relevant or efficient in developing transferable skills for the workplace (Hager, 1998;Tynjala, 2008;Virtanen et al, 2012). Although academic work exploring work-based learning approaches and partnerships between employers and HEIs offer a range of valuable insights and perspectives (Major, 2005;Garnett, 2007;Major et al, 2011), it is important to recognise that contemporary degree apprenticeship programmes have a range of additional challenges. New degree apprentices are entering a continually changing workplace, classed as the fourth industrial revolution where jobs can quickly evolve or dissipate and mobility is vital.…”

Section: Skill Developmentmentioning

confidence: 99%

The challenges of managing degree apprentices in the workplace

Rowe

Moss

Moore

et al. 2017

JWAM

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Purpose-The purpose of this paper is to explore the issues and challenges facing employers as they manage degree apprentices in the workplace. It examines the relationship between managers and apprentices undertaking a work-based degree. This research is of particular relevance at this time because of the UK Government's initiative to expand the number of apprenticeships in the workplace to three million new starts by 2020, inevitably bringing a range of pressures to bear on employers (BIS, 2015). The purpose is to share early experiences of employer management of degree apprenticeships, and provide a range of recommendations to develop and improve employer and higher education institution (HEI) practice. Design/methodology/approach-This paper combines desk research with qualitative data drawn from interviews with a range of cross-sector organisations to investigate the employer's experience of developing the new degree apprenticeships. Data are explored inductively using thematic analysis in order to surface dominant patterns and considers the implications of findings upon current and emerging HEI and employer practice and research. Findings-There were a number of key themes which emerged from the data collected. These included the need for effective, employer-led recruitment processes, careful management of expectations, sound HEI retention strategies, employer involvement and board-level motivators to ensure organisational benefits are derived from effectively situated workplace learning and a focus upon effective, empowering mentoring and support strategies. Research limitations/implications-As degree apprenticeship standards and programmes are currently at the early stages of implementation, and opportunities, funding and resourcing are rapidly changing in the context of government policy, so too will employer appetite and strategies for supporting degree apprentices, along with apprentice behaviour. This means that additional findings, beyond those highlighted within this paper, may emerge in the near future. Practical implications-There are a number of practical implications supporting managerial development and support of degree apprentices in the workplace from this research. These are reflected in the findings, and include the development of flexible and collaborative processes, resources, mentor training and networks. Originality/value-This paper is one of the first published accounts of the employers' perspective of managing a degree apprenticeship within the new policy context in the UK. As a result, the work offers a

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Section: Skill Developmentmentioning

confidence: 99%

The challenges of managing degree apprentices in the workplace

Rowe

Moss

Moore

et al. 2017

JWAM

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“…The comparatively recent exploration of the workplace as a site of knowledge with its own curriculum (Major, 2002(Major, , 2005 is critical, particularly at a time when higher education needs to justify and extend its impact on and value to, society. Whilst WBL does present challenges to some of the more traditional aspects of higher education, as Boud and Solomon (2001, p. 19) have identified, it also provides useful solutions to the sector's predicament of how to move into wider and more diverse arenas of practice.…”

Section: Introductionmentioning

confidence: 99%

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Brodie

Irving

2007

Assessment & Evaluation in Higher Education

101

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Work-based learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and postgraduate student learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This paper presents a case study of how one medium sized institution, with experience of offering WBL for more than 20 years, has developed a pedagogical approach for both supporting and assessing WBL. The WBL model examined is based on the inter-relationship and inter-dependency between understanding learning, critical reflection and the identification and development of capability within a WBL context. The paper considers each of the three areas in relation to its individual contribution and most importantly, in relation to the WBL process, as a means of developing a framework for academic, personal and capability development within a workplace setting. Critical to this discussion is an analysis of the contribution of related pedagogic theory and the use of appropriate assessment approaches to support WBL and to enhance the student learning experience.

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“…It might be said that there are four key components that make up the learning process, which is described as the behavioral changes brought about by an individual's experiences in their environment. These include the person who actively engages in learning and supports learning, the instructor who serves as a mentor to make learning simpler and more meaningful, the lesson plan implemented during the learning process, and the environment, both physical and social, in which learning occurs (Major, 2005).…”

Section: Review Of Literaturementioning

confidence: 99%

Cognitive Science and Learning Environment in Rural Areas of Punjab

Rehman

Khan

Zia

2023

JSSR

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There is a difference in the learning environment between rural and urban areas. When compared with rural areas, urban areas are always found to have better facilities with regards to learning. When it comes to academic achievements and career development, science is the most preferred field of study. Parents and students, particularly in rural areas, have developed the belief that science is the only path to a successful future career. This study explores the cognitive sciences and learning environment in rural Punjab. For this purpose, rural areas of Punjab (Sargodha, Mianwali, and Rajanpur) have been selected. The current study implies qualitative research methods, i.e., in-depth interviews. While using the purposive sampling technique, a sample size of 12 respondents (4 students, 4 parents, and 4 teachers) has been defined. Findings of the study reveal that students in rural Punjab are highly inclined to study science, but the study environment in rural Punjab is of the transmissive type. Students face challenges while studying science in a transmissive environment. According to one study, there is a need in rural Punjab for proper facilities that can help students study science in a more teacher-student friendly environment.

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Learning through work-based learning

Cited by 8 publications

References 0 publications

The challenges of managing degree apprentices in the workplace

The challenges of managing degree apprentices in the workplace

Assessment in work‐based learning: investigating a pedagogical approach to enhance student learning

Cognitive Science and Learning Environment in Rural Areas of Punjab

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