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Journal articles on the topic 'Work-based learning'

To see the other types of publications on this topic, follow the link: Work-based learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.

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Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

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2

Walsh, Kieran. "Work based learning." BMJ 330, no. 7482 (January 6, 2005): 91. http://dx.doi.org/10.1136/bmj.330.7482.91.

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3

Garnett, Jonathan. "Work-based learning." Higher Education, Skills and Work-Based Learning 6, no. 3 (August 8, 2016): 305–14. http://dx.doi.org/10.1108/heswbl-04-2016-0023.

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Purpose – The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context. Design/methodology/approach – This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL. Findings – The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary-based university structures. WBL is concerned with knowledge which is often unsystematic, socially constructed and is action focused in order to achieve outcomes of significance to work. This contests the supremacy of the role of the university in curriculum design, delivery and validation of knowledge and means that work-based knowledge is often seen as transdisciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001). Research limitations/implications – Central to the distinctive nature of university WBL programmes is the role of the external organization as a partner with the university and the individual learner in the planning of learning activities which are intended to have significance for the workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students. Practical implications – The paper has practical implications for the design and facilitation of WBL programmes at higher education level. Originality/value – Provides an informed and sustained examination of the concept of WBL and knowledge.

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Naw, Naw. "Work-based learning: A learning strategy in support of the Myanmar education framework." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 22–31. http://dx.doi.org/10.17220/tuara.2022.01.03.

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5

Blass, Eddie. "Professional Learning and Work-Based Learning." International Journal of Learning: Annual Review 12, no. 9 (2007): 59–66. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45477.

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6

Charlton, Rodger. "Work-based learning (WBL)." Medical Education 35, no. 7 (July 2001): 709. http://dx.doi.org/10.1046/j.1365-2923.2001.01005.x.

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7

van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (August 2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.

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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and learning milieu to be uncovered. In this study, this approach provided useful information relevant to the quality assurance of the module, and also generated significant insights about the design and delivery of work-based learning in vocational qualifications in general.

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Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Олеся Викторовна Скудалова, Светлана Васильевна Чегринцова, and Ирина Евгеньевна Мамитова. "DEVELOPING A METHODOLOGICAL FRAMEWORK FOR WORK- BASED LEARNING IN HIGHER EDUCATION." Вестник Тверского государственного университета. Серия: Экономика и управление, no. 4(56) (December 27, 2021): 113–23. http://dx.doi.org/10.26456/2219-1453/2021.4.113-123.

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Цель статьи - изложить авторское видение формата методологической базы внедрения инновационных технологий в системе высшего образования. Научная новизна исследования заключается в разработке концепции методологической рамки внедрения work-based learning (WBL) в российской системе высшего образования, в которую входят: базовые компоненты WBL; система принципов, предотвращающих вероятность появления определенных несоответствий в образовательной среде; выгоды стейкхолдеров от реализации разработанных предложений; оценка ожидаемых результатов при последовательной реализации WBL-технологий. Результаты исследования могут использоваться для работы образовательных организаций высшей школы при внедрении гибких инновационных технологий, в частности, при реализации образовательных программ заочной и очно-заочной форм обучения. The purpose of the publication is to present the author's vision of the format of the methodological base for the introduction of innovative technologies in the higher education system. The scientific novelty of the study is the development of a concept of a methodological framework for the implementation of work-based learning (WBL) in the Russian higher education system, which includes: the basic components of WBL; a system of principles preventing the likelihood of certain inconsistencies in the educational environment; Benefits of stakeholders from the implementation of developed proposals; methodological approaches to assessing the expected results of WBL technologies implementation. This research is a significant contribution to the successful work of higher school educational organizations in the introduction of flexible innovative technologies, in particular, in the implementation of educational programs of correspondence and correspondence forms of education.

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Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Светлана Васильевна Чегринцова, Анна Владимировна Бородина, and Ирина Евгеньевна Мамитова. "COMPARING DUAL EDUCATION AND WORK-BASED LEARNING IN THE RUSSIAN CONTEXT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(57) (December 24, 2021): 130–40. http://dx.doi.org/10.26456/vtpsyped/2021.4.130.

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Осуществлен сравнительный анализ дуального образования и обучения, совмещенного с работой, в российской практике при рассмотрении базовых характеристик видов и форм обучения, их сравнении с традиционными формами. Постоянно возрастающие требования современного рынка труда к квалифицированным специалистам формируют предпосылки для активного перехода от традиционных форм обучения к инновационным. Это влечет за собой существенные изменения в системе образования, в том числе в высшей школе. Посредством анализа и обобщения инновационных форм обучения, их сравнения между собой выявлены преимущества по отношению к традиционным формам. Результаты исследования могут быть успешно применены при разработке образовательных программ с применением инновационных форм и моделей обучения. The paper aims to compare the dual education and the work-based learning models in the Russian context building on the basic characteristics of the types and forms of education as compared with traditional forms. The constantly growing requirements of the contemporary labor market have been shaping prerequisites for the active transition from the traditional forms of education to the innovative ones. As a result, the educational system, including the higher education, is being substantially modified. Having analyzed, generalized and compared the innovative learning models, their advantages have been revealed as compared with traditional ones. The research outcomes can be successfully implemented when developing educational programs with innovative forms and models of education.

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10

Rosser, Elizabeth. "Work-based learning using action learning sets." British Journal of Nursing 25, no. 19 (October 27, 2016): 1075. http://dx.doi.org/10.12968/bjon.2016.25.19.1075.

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11

Miao, Yongwu, and Heinz Ulrich Hoppe. "Applying learning design to work‐based learning." Learning, Media and Technology 36, no. 2 (April 14, 2011): 189–205. http://dx.doi.org/10.1080/17439884.2011.553624.

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12

Pimmer, Christoph, Norbert Pachler, and Graham Attwell. "Towards Work-Based Mobile Learning." International Journal of Mobile and Blended Learning 2, no. 4 (October 2010): 1–18. http://dx.doi.org/10.4018/jmbl.2010100101.

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Mobile devices are increasingly being used to support learning in work contexts. In exploring the emerging field of work-based mobile learning (WBML), researchers need to give consideration to the theoretical and empirical findings from mobile and work-based learning. In this paper, the authors provide an overview of key issues and dominant debates in these fields with the aim of providing a systematic introduction for mobile learning researchers interested in exploring the use of mobile devices for learning in work-based contexts. This paper’s focus is aimed at scoping possible commonalities across mobile and work-based learning in order to establish a baseline for future conceptual work in empirical research towards WBML.

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Attwell, Graham. "Work-Based Mobile Learning Environments." International Journal of Mobile and Blended Learning 2, no. 4 (October 2010): 19–28. http://dx.doi.org/10.4018/jmbl.2010100102.

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This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different use cases for a Work Oriented Mobile Learning Environment. The final section of the paper considers how the idea of the WOMBLE can contribute to a socio-cultural ecology for learning, and the interplay of agency, cultural practices, and structures within mobile work-based learning.

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14

Gorard, Stephen. "Patterns of work-based learning." Journal of Vocational Education & Training 55, no. 1 (March 2003): 47–64. http://dx.doi.org/10.1080/13636820300200218.

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Eadie, A. S., E. A. Knight, and I. J. Kemp. "Work-Based Learning in Instrumentation." Measurement and Control 31, no. 5 (July 1998): 137–40. http://dx.doi.org/10.1177/002029409803100503.

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Raelin, Joseph A. "Work‐based learning in practice." Journal of Workplace Learning 10, no. 6/7 (December 1998): 280–83. http://dx.doi.org/10.1108/13665629810236183.

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17

Kinman, Russell, and Gail Kinman. "Work-Based Learning on Trial." Industry and Higher Education 11, no. 5 (October 1997): 314–21. http://dx.doi.org/10.1177/095042229701100507.

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The need for more flexible patterns of teaching and learning is well recognized both by industry and academic institutions. Leaner, more responsive ‘learning’ organizations require continuing, and more focused education and training for their employees. The development of suitable delivery methods has led to new challenges for higher education, itself involved in significant and continuing change. Integration of the daily experience of employees into the curriculum through work-based learning is one mechanism that might help meet the requirements of both industry and higher education. This paper reports early experiences of delivering an in-house, business studies degree programme to managers in the motor industry, using elements of work-based learning. The appropriateness and effectiveness of work-based learning as a delivery technique, and the strengths and weaknesses of the model in this context are evaluated. It is suggested that there are significant problems that need to be overcome if work-based learning is to reach its full potential. Recommendations for alleviation of the emergent difficulties are provided, and questions for further research are proposed.

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18

Hanney, Roy. "Competence or capability: Work-Based Learning and Problem-Based Learning." Journal of Media Practice 6, no. 2 (January 1, 2005): 105–12. http://dx.doi.org/10.1386/jmpr.6.2.73/3.

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19

Swallow, Veronica, Hazel Chalmers, and John Miller. "Learning on the job accredited work based learning." Emergency Nurse 8, no. 6 (October 2000): 35–39. http://dx.doi.org/10.7748/en2000.10.8.6.35.c1337.

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20

Burke, Linda, Diane J. Marks‐Maran, Ann Ooms, Marion Webb, and Denise Cooper. "Towards a pedagogy of work‐based learning: perceptions of work‐based learning in foundation degrees." Journal of Vocational Education & Training 61, no. 1 (March 2009): 15–33. http://dx.doi.org/10.1080/13636820902819917.

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21

Aryani, Neng Desi. "The Implementation of Work-based Learning Model in Education and Training Institution." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 753–60. http://dx.doi.org/10.5373/jardcs/v12sp7/20202166.

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22

Sines, David. "Work Based Learning in Primary Care:Work Based Learning in Primary Care:." Nursing Standard 18, no. 18 (January 14, 2004): 28. http://dx.doi.org/10.7748/ns2004.01.18.18.28.b39.

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23

Gallagher, Ann, and Holland Lesley. "Work-based learning: challenges and opportunities." Nursing Standard 19, no. 16 (December 15, 2004): 39–42. http://dx.doi.org/10.7748/ns.19.16.39.s51.

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Gallagher, Ann, and Lesley Holland. "Work-based learning: challenges and opportunities." Nursing Standard 19, no. 14 (December 15, 2004): 39–42. http://dx.doi.org/10.7748/ns2004.12.19.14.39.c3777.

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25

Hunt, Neville R., and Shamim Z. Warwick. "Work-Based Learning: Injection or Infection?" Communications - Scientific letters of the University of Zilina 1, no. 1 (March 31, 1999): 78–84. http://dx.doi.org/10.26552/com.c.1999.1.78-84.

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Hafid, D., and A. Gafar. "Work based learning in motorcycle classroom." IOP Conference Series: Materials Science and Engineering 434 (December 3, 2018): 012180. http://dx.doi.org/10.1088/1757-899x/434/1/012180.

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Jackson, Stephen. "Work‐based learning for academic credit." Journal of Geography in Higher Education 19, no. 2 (July 1995): 217–22. http://dx.doi.org/10.1080/03098269508709308.

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Wright, Jayne, and Jan Draper. "Work-based learning expert gerontological practice." Nursing Older People 14, no. 4 (June 2002): 34–35. http://dx.doi.org/10.7748/nop.14.4.34.s13.

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Neville, Lilian, Denise Owens, June Rutherford, and Lyn Rosen. "Work-based learning: a different approach." British Journal of Healthcare Assistants 2, no. 1 (January 2008): 34–36. http://dx.doi.org/10.12968/bjha.2008.2.1.28015.

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Raelin, Joseph A. "A Model of Work-Based Learning." Organization Science 8, no. 6 (December 1997): 563–78. http://dx.doi.org/10.1287/orsc.8.6.563.

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31

Hyland, Terry. "Professionalism, ethics and work‐based learning." British Journal of Educational Studies 44, no. 2 (June 1996): 168–80. http://dx.doi.org/10.1080/00071005.1996.9974066.

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32

BIRCHENALL, P. "Developing a work-based learning philosophy." Nurse Education Today 19, no. 3 (April 1999): 173–74. http://dx.doi.org/10.1016/s0260-6917(99)70002-x.

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Hafid, D., A. Djohar, A. G. Abdullah, and M. Komaro. "Work based learning in vocational education." Journal of Physics: Conference Series 1402 (December 2019): 044066. http://dx.doi.org/10.1088/1742-6596/1402/4/044066.

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34

Boyd, Evelyn, Hazel Knox, and John Struthers. "Work-Based Learning, Theory and Practice." Industry and Higher Education 17, no. 3 (June 2003): 163–78. http://dx.doi.org/10.5367/000000003101296828.

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This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

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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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Wiggins, Jo. "The Conditions of Work Based Learning." Mentoring & Tutoring: Partnership in Learning 2, no. 1 (June 1994): 25–26. http://dx.doi.org/10.1080/0968465940020105.

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37

Loots, Catriona, Michael Osborne, and Liz Seagraves. "Learning at Work: Work-Based Access to Higher Education." Journal of Continuing Higher Education 46, no. 1 (January 1998): 16–30. http://dx.doi.org/10.1080/07377366.1998.10400334.

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38

Мичкова, Ольга Андреевна. "«WORK BASED LEARNING» IN THE SYSTEM OF HIGHER EDUCAION; A REVIEW OF THE CONCEPTUALLYTHEORETICAL BASE." Вестник Тверского государственного университета. Серия: Экономика и управление, no. 2(58) (June 25, 2022): 82–90. http://dx.doi.org/10.26456/2219-1453/2022.2.082-090.

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Целью исследования является выявление сходств и отличий в подходах к формированию и реализации маркетинговых стратегий российскими и зарубежными учебными заведениями высшего образования. Новизна работы состоит в теоретическом обосновании маркетинговых стратегий в системе высшего образования; уточнении компонентов комплекса маркетинга образовательных услуг и их показателей; проведении сравнительного анализа российской и зарубежной практики маркетинга услуг учреждений высшего образования. The purpose of the research is to reveal similarities and differences in the approach to the formation and realization of the marketing strategies by the Russian and foreign higher educational institutions. A scientific novelty of the work is the theoretical reason of the marketing strategies in the system of higher education; clarifications of the components of the complex of the marketing educational services and their indicators; conduction of the comparative analysis of the Russian and foreign practice of the marketing services in the higher educational institutions.

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Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (July 16, 2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.

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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.

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Gray, David. "Work-based Learning, Action Learning and the Virtual Paradigm." Journal of Further and Higher Education 25, no. 3 (October 2001): 315–24. http://dx.doi.org/10.1080/03098770120077676.

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41

Lafton, Tove, and Anne Furu. "Constructing learning spaces – knowledge development in work-based learning." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 677–87. http://dx.doi.org/10.1108/heswbl-07-2017-0039.

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Purpose The purpose of this paper is to discuss how kindergarten, as a learning arena equal to a university college, creates learning spaces that engage or intervene in the professional learning of student teachers in early childhood education. Design/methodology/approach This paper is based on narratives from students in work-based education. Findings The paper addresses the complexity of education by outlining how the concept of learning is applied in earlier research on work-based learning (WBL). Research limitations/implications This earlier understanding is complemented this with two theoretical lenses (sociocultural and sociomaterial thinking) to analyse a constructed narrative from the students. Originality/value The two theoretical positions open up to examine knowledge development and potentially enrich the picture of learning spaces in experiential WBL, going beyond the student as an individual learner.

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Dalrymple, Roger, Chris Kemp, and Patrick Smith. "Characterising work-based learning as a triadic learning endeavour." Journal of Further and Higher Education 38, no. 1 (July 24, 2012): 75–89. http://dx.doi.org/10.1080/0309877x.2012.699516.

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43

Wareing, Mark. "Understanding practice-based and work-based learning (chapter 1)." British Journal of Healthcare Assistants 10, no. 7 (July 2, 2016): 336–42. http://dx.doi.org/10.12968/bjha.2016.10.7.336.

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Wareing, Mark. "Practice-based and work-based learning: 10 key themes." British Journal of Healthcare Assistants 11, no. 2 (February 2, 2017): 94–99. http://dx.doi.org/10.12968/bjha.2017.11.2.94.

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45

Smith, Robin, and Mick Betts. "Learning as partners: realising the potential of work-based learning." Journal of Vocational Education and Training 52, no. 4 (December 1, 2000): 589–604. http://dx.doi.org/10.1080/13636820000200147.

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46

Gregory, Michael. "Accrediting Work‐based Learning: Action Learning – A Model for Empowerment." Journal of Management Development 13, no. 4 (June 1994): 41–52. http://dx.doi.org/10.1108/02621719410057069.

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47

Adams, Debra. "Learning from experience – making the most of work‐based learning." International Journal of Contemporary Hospitality Management 13, no. 5 (September 2001): 235–40. http://dx.doi.org/10.1108/09596110110395929.

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Harding, Rosemary. "Work-based learning in pre-registration programmes." Paediatric Nursing 14, no. 10 (December 2002): 35–37. http://dx.doi.org/10.7748/paed.14.10.35.s22.

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Chapman, Linda. "Improving patient care through work-based learning." Nursing Standard 20, no. 41 (June 21, 2006): 41–45. http://dx.doi.org/10.7748/ns2006.06.20.41.41.c6549.

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Chapman, Linda. "Improving patient care through work-based learning." Nursing Standard 20, no. 41 (June 21, 2006): 41–45. http://dx.doi.org/10.7748/ns.20.41.41.s58.

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