Models of work-based learning, examples and reflections

Abstract

Purpose-The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace. Design/methodology/approach-This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students. Findings-The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working. Practical implications-It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners. Social implications-Widening access to higher education and increasing participation in HE. Originality/value-The identification and description of a number of different models of WBL in operation in the HE sector.

Innovative Productive Method Of Teaching Foreign Languages To International Students

“…Productive learning is connected with the implementation of the concept of professional guidance of students, which has become widespread in the US and European countries as a system of profession oriented training in the middle and higher school (work-based learning). Such kind of learning allows to strengthen continuity between the school and professional education, to solve the problem of developing http: //dx.doi.org/ 10.15405/epsbs.2018.12.02.1 Corresponding Author: Anna V. Rubtsova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 3 the necessary personal and professional qualities of pupils in order to achieve high professional results in the future (Costley & Abukari, 2015;Major, 2016;Meyer, 2014;Nottingham, 2017;Raelin, 2010;Ramage, 2014;Slotte & Herbert, 2006;Talbot & Lilley, 2014).…”

Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

“…Student placements aid the acquisition of attributes, responses, behaviours, competencies and skills likely to significantly impact on student career insight (Edwards, 2014;Major, 2016). Placements secure links between institution and external agencies and organisations and support and build student competencies that aren't simply connected to career and employability development (Boud, Keogh, & Walker, 1985;Edwards, 2014).…”

“…Negotiated work-based learning (NWBL) frameworks have existed in higher education (HE) in the UK for around 30 years. Thousands of students who are part-time learners at work have gained undergraduate or postgraduate awards through their study on them (Major, 2016;Talbot, 2017). They have involved a particular set of approaches to learning, teaching and assessment for experienced adult professional practitioners, many of which have been distinct from the more traditional pedagogic approaches used for students studying on full-time undergraduate programmes (Wall & Perrin, 2015).…”

The cultural web, higher education and work-based learning

“…The result is that academics who are involved in WBL typically advise, mentor, coach and supervise rather than teach. Major (2016) claims that academics acquire industry knowledge and exposure to real-life business problems when participating in WBL partnerships, and this knowledge can then be passed on to traditional full-time learners. Engaging in WBL programmes can broaden the contact base with industry partners, thus stimulating future opportunities for research and innovative collaborations (Wedekind and Mutereko, 2016).…”

“…Therefore, the curriculum is derived from the needs of the employer and learner. However, some academics are reluctant to recognize learning that takes place outside the HEI (Major, 2016). However, Billett and Choy (2013) dispute this claim by describing workplaces as sites for the constitution of knowledge and learning.…”