Re-evaluating work-based learning pedagogy

Nottingham, Paula

doi:10.1108/heswbl-11-2015-0057

Cited by 13 publications

(11 citation statements)

References 20 publications

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“…Educators and participants both need to be immersed by turns – in a learning environment where they observe and assimilate best practices – and then in an organization where they practice the current and potential implementation of new technology ideas. This theme has been explored by other researchers working in the area of work-based pedagogy as well (Nottingham, 2017). With the increasing rate of technology complexity and innovation, industry and academia have to be continuously in an alert, learning, collaborative and facilitative mode to be able to optimally gather the gains of technology to the workforce.…”

Section: Discussionmentioning

confidence: 99%

Developing curriculum for industry 4.0: digital workplaces

Brahma

Tripathi

Sahay

2020

HESWBL

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PurposeThe purpose of this paper is to introduce a framework used in a program for working executives, designed to prepare them for the digital workplace environment of industry 4.0.Design/methodology/approachThe paper adopts a case-based approach. It presents the current context about industry 4.0 and digitized workplaces. It then describes the case of designing the curriculum for a learning program on this theme, the responses received from participants and facilitators and conclusions that can be drawn from the responses.FindingsThe findings indicate that digital workplaces present challenges such as fragmentation of work, a resultant disconnect between team members, an uncertainty about assessment of efforts as well as assessment of output. Facilitation by coaches, extensive documentation, knowledge sharing, empathy and an alignment to shared goals mitigate these challenges to some extent. Facilitation also enables the participants to experience the true benefits of technology aided collaboration.Research limitations/implicationsThe participants in the program had an average work experience of two years, and a senior management view was not represented.Practical implicationsThe learning from the program would help in designing more such collaborative and immersive learning experiences.Social implicationsPrograms about virtualization and automation of work processes enable an appreciation of the inherent challenges and shortcomings and a fairer implementation of technologies at the workplace.Originality/valueThe program brought into the classroom an immersive experience of the evolving dynamics between employers, digital technologies and employees of contemporary workplaces.

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Section: Discussionmentioning

confidence: 99%

Developing curriculum for industry 4.0: digital workplaces

Brahma

Tripathi

Sahay

2020

HESWBL

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“…Australians and Canadians avoid this cross-conceptualisation by referring to all of these concepts as work integrated learning. Nottingham (2017) argues that workforce development and apprenticeships (I would suggest higher apprenticeships are being described here) are newer variations of WBL. WRL would involve the preparation for or learning about work (Allan, 2015).…”

Section: Introductionmentioning

confidence: 89%

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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“…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).…”

Section: Contemporary Development Of Productive Methodsmentioning

confidence: 99%