Work‐based learning as a field of study

Gibbs, Paul; Garnett, Jonathan

doi:10.1080/13596740701559886

Cited by 25 publications

(14 citation statements)

References 25 publications

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“…In this paper, three main articles have been used to represent the formation of WBL as a field of study: Gibbs and Costley (2006), Costley and Armsby (2007) and Gibbs and Garnett (2007). These three examples link to other publications and educational developments, and represent the compelling nature of the debate during this particular time period.…”

Section: Exploring Wbl Pedagogy As a Field Of Studymentioning

confidence: 99%

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.

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Section: Exploring Wbl Pedagogy As a Field Of Studymentioning

confidence: 99%

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

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“…[y] learning process which focuses university level critical thinking upon work (paid or unpaid) in order to facilitate the recognition, acquisition and application of individual knowledge, skills and abilities, to achieve specific outcomes of significance to the learner, their work and to the university (Gibbs and Garnett, 2007).…”

Section: A Work-based Curriculum For Professionalsmentioning

confidence: 99%

The impact of work-based research projects at postgraduate level

Costley

Abukari

2015

Journal of Work-Applied Management

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Purpose The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study. Design/methodology/approach This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution. Findings At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project. Originality/value This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition.

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“…Work-based learning has been established at Middlesex as a field of study that University awards can be made in since 1992 (Gibbs and Garnett, 2007). The professional and work-based learning field of study is predicated on a simple idea, that when people work they learn, that this learning can be at higher-levels and can be recognised formally towards the achievement of University qualifications.…”

Section: Professional and Work-based Learningmentioning

confidence: 99%

The unexpected benefits of reflection: a case study in university-business collaboration

Bravenboer

2018

JWAM

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Purpose The purpose of this paper is to present an overview of the development process and outcomes from a six-year collaboration between Halifax Bank (part of the Lloyds Banking Group) and Middlesex University between 2010 and 2016 in the UK. The collaboration involved the construction of work-integrated higher education programmes that were, from the outset, predicated on clear return on investment criteria for the Bank. One unexpected outcome from the collaboration was the emergence of critical reflection as a valued business benefit that, it is argued, has the potential for significant cultural change within the organisation. Design/methodology/approach This case study discuses how “productive reflection” can lead to an integrated approach to organisational learning. The study is located in the context of Halifax’s specific organisational objectives established following the banking crash of 2008. Quantitative and qualitative evidence is considered to illustrate the extent to which the “return on investment” criteria established by Halifax have been achieved. Findings The case study indicates that the challenging business context of the financial crash of 2008 provided the impetus for a sustained collaborative development that allowed the potential pitfalls of restricted learning opportunities to be addressed resulting in an integrated approach to organisational learning. In addition to the organisation’s return on investment criteria being met, there is evidence that the work-integrated approach has raised the prospect of productive reflection becoming part of an emerging learning culture. Originality/value The scale and sustained period of the university-business collaboration is unique and provides valuable insight into how an organisation’s learning culture can be affected by a work-integrated approach. In demonstrating the perceived business value of productive reflection, the case presented illustrates how learning can start to become considered as a normal aspect of working life.

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Work‐based learning as a field of study

Cited by 25 publications

References 25 publications

Re-evaluating work-based learning pedagogy

Re-evaluating work-based learning pedagogy

The impact of work-based research projects at postgraduate level

The unexpected benefits of reflection: a case study in university-business collaboration

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