Work-Based Learning as a Field of Study

Gibbs, Paul; Garnett, Jonathan

doi:10.1007/978-90-481-3933-0_2

Cited by 6 publications

(9 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While holding true to some of the more radical tendencies for action within the HE sector in order to disrupt power within dominant fields (Gibbs and Costley, 2006;Gibbs and Garnett, 2007), current academic practice in WBL is increasingly engaging with hybridity to create new programming. It is also clear that WBL academic practitioners, like the ones at Middlesex University, are actively re-conceptualising pedagogy and beginning to articulate new directions for pedagogy and subsequent curriculum design.…”

Section: Resultsmentioning

confidence: 99%

“…Exploring WBL pedagogy as a field of study 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: Mapping Wbl Pedagogymentioning

confidence: 99%

“…The second article 'Work-Based Learning Assessed as a Field or a Mode of Study' (Costley and Armsby, 2007) looked at more practical issues that were none-the-less related to location of the field of study outside of disciplinary boundaries. The third article 'Work-Based Learning as a Field of Study' (Gibbs and Garnett, 2007) made the case for intellectual autonomy within the academy.…”

Section: Mapping Wbl Pedagogymentioning

confidence: 99%

See 2 more Smart Citations

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Mapping Wbl Pedagogymentioning

confidence: 99%

Section: Mapping Wbl Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Re-evaluating work-based learning pedagogy

Nottingham

2017

HESWBL

View full text Add to dashboard Cite

show abstract

“…[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: Introductionmentioning

confidence: 99%

The impact of work-based research projects at postgraduate level

Costley

Abukari

2015

Journal of Work-Applied Management

View full text Add to dashboard Cite

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.

show abstract

“…Higher education institutions and commercial organisations may also collude in the interests of a mutual generation of enhanced reputation and prestige (Gustavs and Clegg 2005), which may be at the expense of the interests and opportunities of employee-students. At the very least the development of work based learning as a paradigm challenges the position of the higher education institution as the prime arbiter of valuable knowledge (Foster and Stephenson 1998, Garnett 2001, Gibbs and Garnett 2007, with institutions increasingly exposed to the varied character of mode 2 knowledge created in the workplace (Gibbons et al 1994). …”

Section: Introductionmentioning

confidence: 99%

Workforce development, higher education and productive systems

Hordern

2013

Journal of Education and Work

View full text Add to dashboard Cite

Work-Based Learning as a Field of Study

Cited by 6 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

Workforce development, higher education and productive systems

Contact Info

Product

Resources

About