Work based learning and the intellectual capital of universities and employers

Abstract

This paper draws upon the extensive operating experience of work based learning programmes by the National Centre for Work Based Learning Partnerships (NCWBLP) at Middlesex University to identify the potential for work based learning to contribute to the intellectual capital not only of employer partners but also to the university. The paper argues that work based learning has the potential to provide the university with a unique opportunity to develop a new kind of knowledge based partnership. The characteristics of such partnerships are discussed with reference to the description of intellectual capital advanced by Stewart and the typology of work based learning put forward by Portwood.

Universidad y empresa. Experiencias europeas de curriculum integrado. Interrogantes pendientes

“…Ellos son, en última instancia los responsables del éxito de un programa. Nos referiremos a este elemento como Personas y tiene que ver con todo el capital intelectual involucrado (DEVINS, 2014;GARNETT, 2001; STEWART, 1997) pero también incluye las propias relaciones que entre los implicados se establecen.…”

Work‐based learning at higher education level: value, practice and critique

“…While opportunities can often be created around and sometimes outside of official work activities for learners who are sufficiently capable and motivated, some level of practical employer support is generally essential at least in jobs where workers have limited discretion of action. Much university involvement in work-based learning has therefore come to involve partnerships with employers, whether at a strategic level where the company views this kind of activity as contributing to its intellectual and structural capital (Garnett 2001), at a tactical level with specific or general staff development aims (Lyons 2003, Nikolou-Walker 2007, or less formally where employer involvement is driven by individual learners, often professionals or managers, taking the initiative (Nixon et al 2008). The growth in these kinds of relationships appears to reflect the increasing interest among companies in experiential and action-based learning when considering their longer-term development needs (Burgoyne et al 2004).…”

Managing and reporting knowledge-based resources and processes in research organisations: specifics, lessons learned and perspectives

“…Experiences from higher education institutions (HEI) might also be of interest. However, there are hardly any experiences reported for HEI, except for instance Garnett (2001), who is dealing with learning environments in universities.…”