Professional application projects: work-based learning in the curriculum

Toledano-O’Farrill, Ruben

doi:10.1108/heswbl-07-2016-0047

Cited by 16 publications

(14 citation statements)

References 21 publications

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“…In line with arts, learning rearticulates artbased values that preserve transformation, networking, inspiration and soft skills (Pässilä, Owens & Pulkki, 2016). The collaboration with institutions, communities, and stakeholders can strengthen students' competence, reduce costs and develop professional skills (Toledano-O'Farrill, 2017). In this stance, work-based learning offers insights into lifelong learning skills (Baker, Peach, & Cathcart, 2017;Helyer, 2015), including transformative strategies to master theories and their applications in daily actions.…”

Section: Features That Describe Work-based Learning Around the Worldmentioning

confidence: 99%

“…In terms of educational leadership, qualities of leaders (Yada & Jäppinen, 2019) rely on the ability to collaborate with other institutions, individuals, departments, organizations, companies, and nations. The leadership praxis dominantly requires collaboration (Alvunger, 2015;Normore & Lahera, 2019;Toledano-O'Farrill (2017); Garnett (2016), Yada & Jäppinen, (2019). In other words, collaboration dominantly appears in the journal articles followed by the emergence of cultural contexts (Österlind, 2018); Tian & Risku, 2019) that accommodate local traditions or actions for global transformative effects.…”

Section: Relationships Between Work-based Learning and Educational Leadership In Global Higher Educationmentioning

confidence: 99%

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Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Sudirman¹,

Gemilang²

2020

IJLTER

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This study outlines the contributions of work-based knowledge to the praxis of educational leadership in higher education. The research method is mainly concerned with a systematic review of literature that maps out relevant published articles on work-based learning and educational leadership using research guidelines namely 1) eligibility criteria, 2) data selection processes, and 3) data analysis. The results show that work-based learning has been touted as a pathway to learning transformation, participation in real-work situations, learning challenges and cultural contexts. More importantly, the appreciation of cultural values provides fertile ground for collaboration and lifelong learning in communities of practices and related organizations. Other componential parts of work-based learning potentials have influenced students to promote learning quality, authentic experiences, technology-enhanced knowledge, and work flexibility. Educational leadership has emerged as a means of leadership formation that highlights leadership emancipation and gender justice, role models [qudwa hasana] in Islamic guidance, and leadership roles including affective qualities and mentoring, problemsolving and knowledge creation. Both work-based learning and educational leadership correlate to each other in terms of some conditions namely collaboration, cultural context, engagement, and learning flexibility.

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Section: Features That Describe Work-based Learning Around the Worldmentioning

confidence: 99%

Section: Relationships Between Work-based Learning and Educational Leadership In Global Higher Educationmentioning

confidence: 99%

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Sudirman¹,

Gemilang²

2020

IJLTER

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“…However, more recently WBL has been focused on work-related "problems" (e.g. Toledano-O'Farrill, 2017), what Costley et al (2010, p. 8) called "practical problems" related to workplaces, domains of practice, and the world of work more generally. Raelin (2008, p. 3) similarly suggests that the metacognitive features of WBL mean "one constantly thinks about one's problem-solving process".…”

Section: Introductionmentioning

confidence: 99%

The nature of work-related problems: messy, co-produced and wicked

Fergusson

2019

JWAM

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Purpose Work-based research is the applied form of work-based learning (WBL) and has been described as the systematic and methodical process of investigating work-related “problems”. Such problems can either be associated with specific workplaces and domains of practice or may more broadly be described as practical, social or real-world in nature. However, the specific characteristics of work-related problems for organisations and society have yet to be explained, and inadequate problem definition, multiple and competing goals, and lack of agreement on cause-effect relationships have hampered understanding. The purpose of this paper is to examine the nature of work-related problems and provides examples from real-world contexts in Australia. Design/methodology/approach The paper provides models and examples of standard and non-standard work-related problems based on prior research and current practice. Findings Research paradigms view work-related problems as either definable and solvable or ill-defined, complex, difficult to describe and not easily rectified. The former view is concerned with “high ground problems” associated with traditional research methods; the latter with “lowland, messy, confusing problems” more frequently associated with the social sciences. Irrespective of orientation and definition, work-related problems have one thing in common: they are typically messy, constantly changing and complex, and many are co-produced and wicked. Originality/value Despite difficulties with identifying and isolating the various types of work-related problem, the paper establishes the importance of doing so for the practitioner. The definition and examination of work-related problems contribute to an evolving formulation of WBL and its application to private organisations, government agencies and work more generally.

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“…Instead, WBL, specifically, enables accelerated access through transferable skills, initial professional preparation for the "real world", explicit contextual professional development and the use of problem-based learning (Allan, 2015). WBL increases employability, transferable skills and learning that is based upon applying theory in practice (Toledano-O'Farrill, 2017). Allan (2015), however, does warn that there is much ambiguity and cross-conceptualisation taking place in the literature between WBL, work-related learning (WRL) and workplace learning (WPL).…”

Section: Introductionmentioning

confidence: 99%

“…WBL is therefore unique in that it is a programme of learning validated by a higher education institution. In conjunction to the HE award, WBL aims to develop professional knowledge, professional skills and professional attitudes (Garnett, 2016;Toledano-O'Farrill, 2017). The changing nature of work and the modern enterprise is calling on more professions to be ready to change and work in multi-disciplined and interdisciplinary contexts, considering practice in new ways producing new forms of knowledge (Mardini, 2013).…”

Section: Introductionmentioning

confidence: 99%

An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

Gerhardt

2019

JWAM

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Purpose The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence. Design/methodology/approach This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases. Findings Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning. Research limitations/implications The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions. Practical implications The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample. Social implications The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts. Originality/value This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

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Professional application projects: work-based learning in the curriculum

Cited by 16 publications

References 21 publications

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

The nature of work-related problems: messy, co-produced and wicked

An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students

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