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1
Smith, Natalie L., Amanda E. Greene e Charles Jones. "Work-Based Integrated Learning Workshop". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.
Testo completo
2
Light, Barbara. "Growing work based learning in Europe". Thesis, Middlesex University, 2008. http://eprints.mdx.ac.uk/9117/.
Testo completoAbstract (sommario):
This doctoral project is a case study of how work based learning began to grow in Europe through the conceptualisation and development of a common European work based learning platform in a pan-European partnership. The partnership, known as DEWBLAM (Developing European Work Based Learning Approaches and Methods), was established in order to introduce higher education institutions to work based learning, enabling them to pilot their own programmes relevant to local needs and situations. The project was framed within European protocols, such as the Bologna Process that aims to modernise and transform different national higher education systems into a transparent and comparable European system. The methodological approach is interpretative and constructivist, enabling me to theorise the how and why of events, and allowing theories to emerge from the data. I use an explanatory case study, which is retrospective as the DEWBLAM project has ended and no further intervention is possible, test validity through action research indicators, and draw relatable inferences. I analyse the multi-layered ecology of the DEWBLAM project, identifying how changing postmodern epistemologies and internal/external environments affected the partnership, highlighting the need to establish a meta-narrative and drawing on my previous professional practice to support my role in facilitating the processes of knowledge creation. I then critically analyse the definitions and distinctive features of work based learning that were collectively conceptualised, referencing these within current thinking, and raising concerns at these definitions as job-related competences. I consider the case for meshing academic and work based knowledge with competence to form the concept of competent knowledge and analyse the bounded relationships of universities and the work place, proposing new ways of engagement that allow multi-directional knowledge flows. Finally, I give an overview of the doctoral project outcomes, evaluate the potential impact of DEWBLAM, highlighting the contribution to knowledge and local knowledge economies made by the platform and the ensuing pilot programmes. I reflect on my achievements and on my own practice, and conclude by recommending that, inter alia, the expert practitioners at Middlesex University need to contribute more to informing current debates on new European educational realities, in order to avoid the prevalence of too narrow interpretations of work based learning.
3
Houlbrook, Michael C. "The politics and practices of work-based learning". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.
Testo completoAbstract (sommario):
Thesis (PhD) -- University of Western Sydney, 2007.A thesis submitted to the University of Western Sydney, College of Arts, School of Social Sciences, as a requirement for the degree of Doctor of Philosophy. Includes bibliography.
4
Pemba, Senga Kali. "Competence and work-based learning : development and evaluation of a learning model". Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393680.
Testo completo
5
Hamilton, Ruth. "Work-based learning routes in social work education : an exploration of student experiences". Thesis, Open University, 2017. http://oro.open.ac.uk/50414/.
Testo completoAbstract (sommario):
This thesis is based upon a study involving 20 work-based learners undertaking social work degrees at two UK universities, one local face-to-face university and one national distance learning university. The aim of this thesis is to offer insights into the experience of work-based learners as they journey from unqualified to qualified practitioner. The thesis is underpinned by a structural symbolic interactionist approach to human behaviour, in particular the work of Stryker on identity theory, where the importance attached to identity and role in ‘identity change processes’ (2008:21) is central to understanding the meanings attributed by work-based learners to their journeys into and through higher education. In order to understand the meanings attributed by work based learners to their experience, narrative inquiry is used as the overarching methodological orientation; narratives of work-based learners’ journeys into and through higher education were collected via focus groups (3) and semi structured interviews (35) and analysed using Braun and Clark’s method of thematic analysis (2006). The data in this thesis highlight how identity impacts upon the educational journey of work-based learners making visible the challenges and opportunities that higher education presents to this group of students. The data also reveal how multiplicity of identity for work-based learners contributes to the complexity of both becoming and being a student. The dual concepts of salience and transition are applied to provide ways of understanding ‘identity change processes’ that occur as work-based learners accommodate multiple roles and corresponding identities within educational, occupational and domestic domains. In the rapidly changing landscape of social work education and a resurgence of work-based learning, this thesis provides an exploration of work-based learning provision within universities based on student experience. The implications of the findings from this study are considered for a range of stakeholders in social work education.
6
Margaryan, Anoush. "Work-based learning: a blend of pedagogy and technology". Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/55449.
Testo completo
7
Doherty, Oran. "The impact of organisational culture on work-based learning". Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32558/.
Testo completoAbstract (sommario):
Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic methodology combining a number of different data-gathering methods, including observation, reviewing of documents and interviews with eight HEI X staff, eight WBL learners and five employer representatives, was adopted. The findings reveal how cultural differences in relation to assumptions, timeframes, languages, objectives and general attitudes can be a source of difficulty for the three stakeholders (learner, employer and HEI). According to the findings, cultural issues within the HEI and external employer organisation can also create significant challenges when attempts are being made to initiate or coordinate a WBL partnership. Johnson’s cultural web (1988) is used as a framework to present the findings. The study makes a valuable contribution to knowledge by recognising the requirements of all three stakeholders and discussing the usefulness of the cultural web as a framework for considering organisational culture in WBL partnerships. The study also makes a valuable contribution to practice by presenting recommendations to the HEI and external employer organisation. The recommendations for the HEI involve a change in the “way we do things around here” due to the unique characteristics of WBL programmes, which may mean adapting existing policies, procedures and systems. Recommendations for the employer organisation include providing support to the learner, understanding and respecting the HEI’s requirements, and ensuring that internal policies, procedures, practices and priorities support WBL.
8
Cooner, Tarsem Singh. "Researching enquiry-based blended learning in social work education". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5316/.
Testo completoAbstract (sommario):
Enquiry-based blended learning (EBBL) research in social work education forms the basis of this submission. The core EBBL theme is defined, developed and analysed through four avenues of research, namely, scenario-planning, teaching and learning using EBBL, researching students’ experiences of EBBL and embedding EBBL practices in interdisciplinary higher education. One software publication is submitted illustrating how the author’s ability to work at the intersection of social work practice experience, learning design innovation and digital technology development has enabled him to present a unique perspective in this area of research. Two written and two software publications set the context for the scenario-planning themes that have influenced the EBBL research. Four themed written publications explore the development of teaching and learning approaches using EBBL, and lessons from students’ experiences of engaging with these EBBL designs. Two written publications explore the barriers and enablers to embedding EBBL practices in interdisciplinary higher education. Using enquiry, a mixture of face-to-face and online teaching methods, life-like learning scenarios and opportunities to engage in independent and group-based learning, the research illustrates that EBBL approaches can help educators to enable learners to meet and, where possible, exceed the requirements of pre-qualifying social work education.
9
Keeling, Debbie Isobel. "Motivational perspectives in work based learning : a micro model". Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/5898.
Testo completoAbstract (sommario):
This thesis develops a micro-model of employee perspectives in the Work-Based Learning (WBL)- motivation process. WBL plays a vital part in promoting employer/employee adaptability in today's dynamic climate. Individual motivation is central to successful WBL, underpinning individual learning, upon which organisational learning is founded. There were three key stages in model construction. Stage one constructed an initial WBL-motivation model through exploration of employer and employee perspectives of WBL; utilising six focus groups with employees (n=34) and semi structured interviews with employer representatives (senior training managers, n=3). Participants were drawn from three large financial organísations. Stage two further developed and refined model factors, focusing on the employee perspective. A research-specific motivation questionnaire was developed to assess model factors, items being based on stage one participant accounts. Following questionnaire completion by cohoñ one (n=100, full-time employees from a range of organisations), factors were refined using Principal Components Analysis and the questionnaire modified accordingly; following questionnaire completion by cohort two (n=98, from two SMEs), factors were confirmed using Alpha Factor Analysis and used to modify the model. Stage three identified significant factors and tested the inter-factor relationships in the WBL motivation model by entering composite scores from the research-specific questionnaire into Hierarchical Multiple Regression Analysis (participants n=96, from two SMEs). A micro-model of employee perspectives in the WBL-motivation process was produced representing salient motivational factors (valued outcomes, instrumentality, perceptions of the organisation, goal setting, goal acceptance and satisfaction) and emphasising the complexity of inter-factor relationships. This model represents the major contribution of this thesis to current theory and practice: Furthering theoretical understanding of employee motivation in WBL, and raising employer/employee awareness of salient issues, which can be used to inform WBL practice and development. This study contributes to methodology through construction of a questionnaire for WBL-motivation evaluation suitable for researchers and practitioners. Suggestions for future model development are discussed.
10
Moore, Margaret Ann III. "Connecting School-Based Learning and Work-Based Learning: Perceptions of Students, Their Teachers, and Their Workplace Supervisors". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30747.
Testo completoAbstract (sommario):
Vocational educators are reexamining methods of preparing students for the transition from school to the workplace as employers from business and industry are looking to schools for help in meeting their human resource needs. The School-to-Work Opportunities Act (1994) has stimulated a number of approaches to link school-based learning and work-based learning to help students transition to the workplace. Research has been conducted in school settings and work settings but little is known about how the two link together. Thus, little is known about the ways that situated learning contributes to the linkages between school-based and work-based learning.To address this concern, the overall purpose of this study was to determine how work-based and school-based experiences of students enrolled in cooperative education are linked. More specifically, details of students' school-based experiences that they, their teachers, and their workplace supervisors perceive as linked to the workplace were sought. Additionally, details of students' work-based experiences that they, their teachers, and their workplace supervisors perceive as linked to school-based experiences and activities were examined. Participants were ten students enrolled in cooperative education, their cooperative business or marketing education teachers, and their workplace supervisors from ten school sites in southwest Virginia. Individual interviews were used to collect data for the study. The interview data was used to ascertain perceptions of instances in the students' work experiences that reflect how school-based learning gives context to their work-based learning and how work-based learning gives context to their school-based performance. Emphasis was on detailing situated learning experiences, where school-based learning and work-based experiences were interlinked.The interview protocols were designed to answer the following three research questions:1.What school-based experiences do students, teachers, and workplace supervisors perceive have provided learning in the context needed for the work-based experiences of students enrolled in cooperative education?2.What work-based experiences do students, teachers, and workplace supervisors perceive as providing context to school-based learning experiences of students enrolled in cooperative education?3.What additional school-based learning experiences can students, teachers, and workplace supervisors identify that would help students who are enrolled in cooperative education relate their school learning to the workplace?The findings of the study indicated that the foundational skills and the competencies identified in the Secretary's Commission on Achieving Necessary Skills (1991) report as necessary for workers were, also, identified by interviewees as school-based experiences that provided learning for the students in the context needed for work-based experiences. Further, they were identified as work-based learning activities that linked work with school.Based on the findings in this study a number of implications for school-based and work-based instruction were developed that focus on the importance of providing students experiences and activities in the context needed for the workplace. Implications for further research are also provided.Ph. D.
11
Workman, Barbara. "Assessment and facilitation in accreditation : experiental learning in undergraduate work based learning programme". Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/2086/.
Testo completoAbstract (sommario):
This action research project explored the process of accreditation of prior experiential learning (APEL) within the Work Based Learning Programme at Middlesex University. Four action research cycles were completed, in which data was generated from one cycle to inform the next. The first cycle evaluated the APEL module from the undergraduate student’s perspective, while the second gathered the tacit knowledge of assessment, facilitation and accreditation from the perspective of the academic advisers. Using the findings from these cycles, criteria to assess the credit volume in APEL were devised and trialled with colleagues, and then integrated into the teaching and learning materials for the module. Qualitative and quantitative data were gathered from student questionnaires, interviews with academics and documents such as examples of student work. The students’ experiences of APEL supported previous anecdotes and findings from the literature, demonstrating largely positive experiences such as increased self-confidence and a beneficial impact upon their work and personal lives, with increased ability for reflective learning. Issues relating to difficulty with academic language and differing expectations regarding the outcome of credit awarded for APEL claims emerged as areas for development, and some changes to programme information were made. The interviews with academics captured extensive tacit knowledge, experience and facilitation practices and contributed to the development of learning and teaching materials to support APEL at both undergraduate and postgraduate levels. Guidance for academics and students to facilitate the development of APEL claims was written and incorporated into student resources and information packs for the Centre for Excellence in Work Based Learning. The project will inform the future use and application of APEL in both traditional and work based learning programmes.
12
Murray, Neil. "Work-based learning, technology enhanced learning and reflection : the case of Open University students". Thesis, Open University, 2014. http://oro.open.ac.uk/55120/.
Testo completoAbstract (sommario):
The research reported in this thesis investigates the attitudes of Open University (OU) students towards work-based learning (WBL) and reflection in learning and practice. It also seeks to evaluate the potential of educational technologies to support work-based learning and reflection. The research was carried out using a mixed methods approach, which yielded data amenable to both quantitative and qualitative analysis. The methods used to collect data consisted of an electronic survey sent to 788 OU work-based learners and follow-up telephone interviews conducted with 10 learners selected from amongst the 200 who responded to the survey. The paradigm of pragmatism informed the research design, data collection and analysis. The findings of the research suggested that: • OU students derive motivation by participating in WBL and could see its relevance and benefits to their personal, academic and career development. • OU students had an understanding of the key concepts associated with reflection, although this understanding tended to focus on the dimension of reflection concerned with looking back at experience and learning from it rather than on surfacing tacit knowledge. • Most work-based learners saw the value of using reflective techniques to help them to integrate work and study and to improve performance. • Although the more established technologies of email and online discussion forums were the predominant for both work and study purposes, it was found that ‘Web 2.0’ technologies were used by many students for leisure purposes. Provisional conclusions include the suggestion that, although there is evidence of a latent demand for using new technologies to engage in informal reflective activity, simply making these technologies available without sufficient thought being given to the pedagogical efficacy of doing so may lead to sub-optimal results; in particular, when considering the use such tools for reflective activity as part of a formal assessment. The research also indicates that the demography, attitudes and behaviours of OU students also need to be taken in to account when integrating new technologies. There are several aspects to this, including the willingness and ability of students to use new technologies effectively for study purposes and whether the OU prescribes the technology or allows some student choice.
13
Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.
Testo completo
14
Gray, Colin. "Designing online education for work based learners : refining bite sized learning". Thesis, Abertay University, 2015. https://rke.abertay.ac.uk/en/studentTheses/46bd0781-d161-4f30-ab6d-e5bc12e1a31c.
Testo completoAbstract (sommario):
Online learning is increasingly prevalent in education and one area which stands to benefit from this approach is work based learning. This area is characterised by time-poor students and a requirement for flexibility in time and location. Online learning could be considered a solution to these issues, providing greater flexibility than campus based offerings, but it is not a panacea. Online learning suffers from a range of issues, particularly in retention, generally seeing attrition rates between 10% and 20% higher than traditional education. This research investigates an emerging method for delivering online education to work based learners and how it compares to traditional methods with respect to engagement. The method is named bite sized learning, and the core principle is that lessons are delivered in very short, bite sized chunks. These chunks are delivered on a daily basis, comprised of content, guidance and practical tasks. Each chunk also includes a requirement for social interaction with a learning peer group. This work takes an action research approach, combined with grounded theory and mixed methods. The author proposes the use of a methodology "stack", utilising each of these approaches, which will be shown to enable rigorous evaluation and development of an emerging educational method. The mixed methods employed comprise learning analytics and qualitative course evaluation survey data. To begin the work, a series of identical bite sized courses are quantitatively analysed in order to propose a reliable measure of engagement for bite sized learning. This concludes that a measure of daily participants produces the most effective results. Using the methodology "stack," the body of this research takes a 3 stage practice-based approach. A set of live bite sized learning courses are studied, via the "stack", producing an evaluation, an experiment and a resulting theory for bite sized learning. The evaluation reveals current patterns of engagement within bite sized learning, and enables the development of an early theory. The results of this inform the development of an experiment, intended to test the effect of the daily format versus a simpler form of bite sized learning, delivering all content at the beginning. These experimental results, allied with further qualitative data, allow further development and refinement of a bite sized learning theory. It is discovered that bite sized learning does offer a number of unique advantages to work based learners when compared to traditional methods. It does also, however, come with difficulties. The advantages include increased participation, as well as an increase in discipline and priority around online learning. The difficulties centre around participation in social tasks and on daily participation. Both reduce flexibility, but hold the advantages of increased priority and increased learning for some. The research concludes with the presentation of a three path theoretical model of bite sized learning, each level suited to a particular context and course aim. The paths develop in sequence, and educators may choose the path which best suits their own teaching environment. The resulting paths force a choice between emphasising flexibility, involvement or learning, and advice is offered on how to choose the ideal model based on the learners involved.
15
Huntington, James. "Student perspectives on foundation degrees : employment skills and work-based learning". Thesis, University of Greenwich, 2009. http://gala.gre.ac.uk/8143/.
Testo completoAbstract (sommario):
This thesis examines students' perspectives of Foundation Degrees, employment skills and work-based learning. It questions whether the primary remit of higher education should be the development of vocational skills for the workplace. It investigates: firstly, the perceived benefits to individuals undertaking a Foundation Degree in terms of developing appropriate employment related skills; secondly, whether the compulsory work based/related learning element, seen as the cornerstone of Foundation Degrees, provides students with the relevant skills for the workplace; thirdly, the assumption that the government's multiple-agendas of widening participation in education, as a means to improve social inclusion; upskilling the workforce; working collaboratively with employers and further education colleges, can be met through provision of shortened higher education degree programmes. Results from three research studies, indicate that students felt that undertaking a Foundation Degree would improve employment prospects; improve employment promotion prospects and develop employment skills. Students also felt the Foundation Degree prepared them for the third year of an honours degree programme. However, findings relating to whether the compulsory work-based learning element of the Foundation Degree provided students with the relevant skills for the workplace were inconclusive. The studies also found that, despite its compulsory nature, not all of the Foundation Degrees from which respondents were surveyed had a work-based learning element as part of the programme. The implications of this are that the work-based learning element is not being used to promote employer engagement in the manner that the government intended. The research also revealed that employers were not engaging in formal assessment of the Foundation Degree programme, neither were they providing mentoring for employees undertaking this form of study. This represented a missed opportunity for true engagement with employers in a manner that could help to bridge the divide between academic qualification and vocational relevance. A number of recommendations are made.
16
Johnson, Esther R. "Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29684.
Testo completoAbstract (sommario):
There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research address the actual change in grades and school attendance of students in school-to-work programs.
Students are a major stakeholder group in the school-to-work initiative, and therefore, consulting with them about their perceptions about the impact of school-to-work program participation is an important aspect in school-to-work evaluation. Students have not been consulted in educational program evaluation and have not had a significant voice in the school-to-work arena (Hollenbeck, 1996). It is important to assess the opinions and perceptions of students who are currently participating in school-to-work programs, because they are the major focus of the school-to-work initiative and information that they provide can be used by program administrators and policymakers in making future decisions about school-to-work programs. Such assessment should seek to determine their perceptions about the impact of the program on their overall academic success and future postsecondary education and career choices. It is also important to assess the impact of the program on students' academic success and school attendance.
A questionnaire was developed by the researcher and distributed to site coordinators in three school-to-work sites. Site coordinators worked with school staff to administer the questionnaire instrument. One-hundred twenty-four twelfth grade student participants in school-to-work programs, in these three sites, were asked to participate; 62% responded to the survey.
Based on the findings of this study, the following conclusions were made.
The findings on students' perceptions that school-to-work program participation improved their overall academic performance, increased their acceptance of responsibility, increased their self-confidence and motivation can be an indicator of the success of the school-to-work program.
The positive attitudes of students regarding the school-to-work program as being beneficial to their future education and career plans is important in promoting the concept of "life-long" learning.
The use of measures to determine students' perceptions about understanding the relevance of school-to-work, improvement in academic performance, and overall satisfaction with the school-to-work program can be used as measures to evaluate the success of a school-to-work program.
School-to-work program participation can be instrumental in influencing students to continue their education beyond high school.
School-to-work program participation does not appear to negatively impact any group (gender or race).Ed. D.
17
Samra, P. K. "A systematic method to develop work-based training for SMEs". Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/7f1e3a63-2dee-aa3a-8811-6e6c98f0b6d5/1.
Testo completoAbstract (sommario):
Training plays a key role in bridging employer skills needs and in raising the productivity of employees and individual firms. Many large organisations have long established in-house training programmes and the means for progressive personal development for employees. However, Smaller to Medium sized Enterprises (SMEs) have not mirrored the same. SMEs are less likely to provide off the job training to employees because of operational demands. There is a lack of structured approach to training within a SME. Despite the vast array of training programmes available to SMEs, very little has been done to tailor the training to the specific learning needs of SMEs. Web Based Training Environment (WeBTiE) is a tailored online training solution specific to a SMEs’ training needs. The portal within which online training is provided is the collaborative efforts of the Employer, Employee and Training Vendor. The portal encapsulates not only the learning content, but provides the learning support necessary to guide employees through the training and reinforce work-based practises with the use of a Community of Practice. Unlike many other training models the originality of this model is that it combines Pedagogy principles in the development of the training programme, along with e-learning model, Etivities for Structured On The Job Training. The generic nature of this model allows it to be adaptable for SMEs in a variety of industries and the tailoristic feature provides the flexibility necessary to permit the adaptability. This thesis focuses on the barriers SMEs face when attempting to train employees. By determining employee learning and training needs and establishing a ‘Learning Foundation’, can we move forward with the development of a training programme commissioned for SMEs. The work in this research is underpinned by learning theories and online learning and the application of these (adapted if necessary) in the context of the day-to-day constraints typical of SMEs.
18
Garnett, Jonathan. "Work based learning partnerships and structural capital : the case of Middlesex University". Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/6541/.
Testo completoAbstract (sommario):
The aim of the project is to enhance the value of work based learning to Middlesex University through the development of a critical understanding of the relationship between the Middlesex approach to work based learning and the concept of structural capital. The project considers the Middlesex approach to work based learning and identifies the salient features of the approach. Key to the distinctive nature of the Middlesex approach is the recognition by the University of Work Based Learning as a field of study. The central theme of the project is how the existing demonstrable value of work based learning could be further enhanced by understanding the Middlesex approach in relation to intellectual capital and knowledge management concepts. Intellectual capital is considered as being divided into human, structural and customer capital. The traditional area of expertise of the University has been the development of human capital. Consideration of knowledge management literature identified a range of factors generally seen as facilitating the enhancement of intellectual capital. These factors and the types of intellectual capital were used to examine three case studies of Middlesex work based learning partnerships with: • a leading international construction management company • a UK local authority • an overseas higher education institution. The case studies highlighted the importance of the structural capital of the University in the customised development, business focused operation and responsive evolution of the partnerships. The potential of the work based learning partnership to contribute to the structural capital of the partner and the University is highlighted by the case studies. The report identifies the nature and the significance of the Middlesex University approach to work based leaning as a structural capital asset and concludes with 17 recommendations covering curriculum development, consultancy, research, partnership design and operation and staff development which will inform the future development of Work Based Learning at Middlesex and lead to a range of publications.
19
Thomas, Panagiotis. "Strategic development of the Greek centre for work based learning partnerships (GCWBLP)". Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13432/.
Testo completoAbstract (sommario):
Work based learning (WBL) is the term being used to describe a class of university programmes that bring together universities and work organisations to create new learning opportunities in workplaces. Middlesex University was a pioneer in the institutional development of work based learning through its National Centre of Work Based Learning Partnerships (NCWBLP) established in 1993. The Greek Centre (GCWBLP) was established in Athens and began operations in 1997 to promote WBL programmes at all levels in Greece. The programmes were very successfully introduced with a total of 110 registrations by end of January 1999. The main purpose of this project is the identification of business opportunities for the GCWBLP that will reinforce and expand the student intake levels. The main aim is to design a long-term development strategy for the Centre that will also contribute to its interim development in the form of a three-year marketing plan. Research was absolutely necessary to implement and evaluate additional (new) ways to promote the WBL programmes and expand student recruitment. This research area is directly related to my work role as I am currently in charge of various marketing activities to promote WBL Studies. Action research approach was applied to develop and evaluate marketing literature (brochure) for the programmes and to assess the effectiveness of the advertising campaign and the received feedback was applied to propose improvement for the revision of the brochure (out in August 2002) and for the enhancement of the advertising campaign effectiveness (September-October 2002). Action research in combination with survey approach was applied to find out the current profiles of an individual WBL perspective student-client, to assess the level of satisfaction from all the WBL graduates and to evaluate corporate perception of WBL programmes. Questionnaires and semi-structured interviews (only for the last survey) were applied to gather the required data. The response from the potential student profile survey provided directions for promoting the WBL programmes more effectively by targeting professionals with extensive working experience in specific fields. The past graduates' satisfaction survey produced very encouraging results as the vast majority of the respondents confIrmed that WBL programmes managed to match their initial expectations and commented that they would very likely recommend them to others. The WBL concept was positively perceived by the majority of the training managers from the insurance industry. The training managers in the banking sector did not perceive WBL that well as most of them commented that they would not recommend WBL to their organisation due to the specific requirements (relevant subject-based knowledge acquisition) that training programmes should meet in order to be approved. The major fmding from the survey on marketing WBL programmes overseas was associated with the partnership concept that has been very successful in the form of collaboration with other educational institutions which provide the taught subject-based knowledge and a solid base of students for WBL programmes to expand. Intensified promotion and identification of new markets for existing programmes were identified as the strategic choices for the coming two years. For the third year (2004-05), enhancement of the currently delivered programmes with the introduction of a taught subject based module was recommended in line with the survey findings. Further research is necessary in this area to develop this "new" module. Research is also recommended in the diversified application of the WBL programmes under which the work based research project is the major component thus increasing the marketability of the programmes within the corporations and various educational providers.
20
Naish, Jenny Mary. "The work based learning of creative artists : the case of William Shakespeare". Thesis, Middlesex University, 2000. http://eprints.mdx.ac.uk/13372/.
Testo completoAbstract (sommario):
This thesis applies work based learning concepts to understanding Shakespeare's professional development and the relationship between his work roles and works. The purposes of this are to enhance understanding about Shakespeare, develop the argument for work based learning as a field of studies and investigate the relevance of the approach to historical and contemporary creative practitioners. To meet these objectives the following research question was formulated: as a creative artist, practising in an evolving occupational area in a period itself fraught with social change and questions about the nature of work, social status and the performing arts, what was the relationship between Shakespeare's work roles and the production of his works. What was the nature of his work based learning? In construing Shakespeare's career in this way the thesis explores previously researched issues in original and illuminating ways. In applying work based learning thinking to Role Theory methodology new instrumentation for collecting and analysing data has been invented; the Time Chart, Map of Role Sets and a three-dimensional analytical framework. This has been necessary to analyse work based learning holistically, acknowledging the importance of the social, historical and cultural context. Shakespeare's career is analysed against key work based learning questions providing new understanding of the work role of sharer and principal playwright. The thesis concludes that the methodology is of value because it can mediate between individual learning and an organisational environment that is specifically contextualised. A major conclusion is that understanding Shakespeare's work based learning as exemplary, through planned and opportunistic projects, in collaboration with his professional peers and supported by socially sophisticated patronage networks were fundamental to his unique success. The considerable implications for further research as a major means of identifying and analysing the work based learning of historical and contemporary creative artists are given.
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Lemanski, Tomasz Marek. "Exploring models of work-based learning in the chemical and related industries". Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7086.
Testo completoAbstract (sommario):
The term work-based learning is widely used throughout the literature, academia and industry to describe a multiplicity of approaches by which one can learn through work. This thesis focuses on the rationale for conducting work-based learning and blended learning. Qualitative data was gathered from questionnaires with students and interviews with students, industry champions, course developers and employers. The results show that effective work-based learning is not the simple implementation of one single model or single tool, but rather a negotiated approach to the students’ learning which takes account of the business case for the employer. Another key to successful work-based learning is the opportunity for the student to implement their learning and theory in a workplace environment. A novel matrix was developed, which was designed to build upon the research findings and the literature. The matrix was developed to aid course design and to assist with the bespoke development of employer-facing work-based learning and in identifying authentic assessment opportunities.
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Cook, Vivien. "Becoming a teacher in medical settings : an enquiry into work-based learning". Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020553/.
Testo completo
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Oosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.
Testo completoAbstract (sommario):
Active school social workers are tasked with teaching social-emotional learning to students, including high need youth placed in alternative education settings. Multitiered systems of support provide a framework utilized by school systems to identify and address all student needs. However, a gap in research exists for evidenced-based social-emotional learning practices for students falling within Tier 3 of the multitiered systems of support framework, particularly those separated from the mainstream population and educated in alternative programs. This study explored how school social workers address the social-emotional learning needs of students in alternative education settings within the state of Illinois. The qualitative case-study design used a purposive sample of school social workers. Data sources included individual semistructured and focus group interviews of school social workers, and program curricula materials. Data analysis followed the constructivist perspective that multiple explanations of reality exist and, therefore, knowledge is constructed and emerges through the social practices and interpretations of people. Results indicated that school social workers in Illinois struggle to find existing evidence-based interventions to meet the social-emotional learning needs of high-school students in alternative education due to limited resources. Social work services maintain a student-driven focus and are strengthened by school-wide systemic structures for social-emotional learning that include cohesive efforts among staff and time for individual student processing of behaviors. This research has potential for social change through expanding knowledge available for school social work practitioners to meet the social-emotional learning needs of students in alternative education.
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Yan, Mo-lan. "Knowledge building in project-based science learning". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598687.
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Blair, Margaret. "Accreditation of lifeplace learning : achieving academic qualifications utilising lifeplace learning, including work-based and work place learning, as a valid part of the Scottish Higher education curriculum". Thesis, Glasgow Caledonian University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547423.
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Moyer, Joanne Marguerite. "Learning, faith, and sustainability in Kenya: considering the work of faith-based organizations". Springer Science and Business Media, 2012. http://hdl.handle.net/1993/11759.
Testo completoAbstract (sommario):
Sustainability, the work of building a world that is ecologically, socially and economically just, is essentially a learning process. To move more effectively toward this goal, a deeper understanding of learning is necessary. Non-governmental organizations (NGOs) have come to play a significant role within the sustainability project, and thus form the context for much learning toward sustainability. Faith-based organizations (FBOs) are a significant but understudied segment of the NGO family. This research investigates learning among individuals within FBOs doing environmental and development work in Kenya, using the framework of Mezirow’s transformative learning theory. The identity and function of these FBOs is profiled, highlighting the key role churches and faith-based agencies can play in effecting sustainable and holistic change in Global South countries, due to their rootedness in the community, the social capital they help produce, and the respect they receive from local people. Learning for sustainability is examined through interviews with participants from two case FBOs: A Rocha Kenya and Rural Service Programme of the East Africa Yearly Meeting of Friends. Attention to the context these organizations provide for learning highlighted the influence of supportive community, mentor relationships, teamwork, and training and evaluation structures. Learning outcomes covered a broad range of areas, with the highest proportion fitting within environment/conservation (e.g., linking faith and environmental concerns, and agriculture and birding skills) and community work (e.g., relating to people, managing groups, teaching and facilitation) umbrellas. Some transformative learning was experienced, mostly through learning in the instrumental domain. Key learning processes included observation and experience, training, practical application and learning from each other, highlighting the importance of embodied learning processes. Applying learning through action, both at work and in the home and community, was an important expression of learning for participants, though this expression was sometimes blocked by personal and social barriers that prevented the completion of the learning-action cycle.
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Mpofu-Currie, Lucy. "Variation in conceptions of university work based learning : an early years practitioner's perspective". Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/31609/.
Testo completoAbstract (sommario):
Current trends in global economies and rankings by the Organization for Economic Cooperation and Development (OECD) have been bringing pressure to bear on Higher Education institutions to develop programmes to meet the global demands for a better qualified workforce. In the United Kingdom this has pointed at work based learning as one approach to up-skilling people that are already in work. This has raised concerns that academic rigour and standards could be compromised and scepticism about the workplace as a place for learning. Many universities are now designing and delivering work based learning programmes but there is still limited evidence of empirical research into work based learners’ experiences on these programmes. The aim of this research was to contribute towards filling this perceived gap. A phenomenographic study was conducted to determine variation in the way university work based learning was conceptualised by a group of Early Years practitioners, a workforce that has been subject to various professional development initiatives by the government in an attempt to improve outcomes for children. With the emphasis on variation, the research approach facilitated the identification of the different ways in which work based learning is perceived by learners, giving insight into a deeper understanding of learning in this context. Six conceptions of work based learning were identified which were comparable to conceptions of learning identified in various traditional university contexts, suggesting that concerns about rigour and standards expressed by some critics of university work based learning could be challenged. The findings also confirmed a number of notional principles of work based learning and theory on adult learning. There was also an indication that further research could provide a better understanding of the workplace as a place for developing knowledge and that universities may not have monopoly over this. This research made a contribution to empirical evidence on how university work based learning is experienced by the learners, suggesting the possibility of work based learning playing a bigger role in providing a university education to people who would otherwise not be able to engage at this level. The Early Years practitioners have been identified as such a workforce. One of the recommendations made was that more research into work based learning could support the development of more innovative ways of delivering higher education programmes to meet the needs of the work market. The findings from this study will become part of the discourse about higher education work based learning and the increasing thinking about the workplace as a legitimate place for generating knowledge.
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McManus, Jacqueline Law Faculty of Law UNSW. "Capacity-development at work: the contribution of workplace-based learning to tax administration". Awarded by:University of New South Wales. School of Law, 2007. http://handle.unsw.edu.au/1959.4/29565.
Testo completoAbstract (sommario):
This study is concerned with workers, workplace learning and organisations. In the current climate of techno-logisation and globalisation, change is constant. Consequently, development of workers??? capacity to grow and adapt is essential for both the employability of the individual, and the economic survival of organisations. Capacity is considered essential because it encompasses more than current ability, it enables the growth of innovative approaches to work, which are required to adapt to change. Learning is central to capacity-development and so learning skills and related ???general skills??? are vital, but these skills must be developed in a specific context to be useful tools. Learning involves balancing the chaos of uncertainty and the old grooves of experience. Learning also involves personal growth. This study explores ways of helping workers develop capacity and especially learning skills, in a context of complexity, to meet the demands of their changing environment. The methodological approach taken is two fold, including both a conceptual and an empirical component. Firstly, a framework, based on conceptual innovation, is constructed to direct the design of workplace-based programs aimed at developing workers??? capacity. This is done as guidance in tailoring a program that promotes the development of an understanding of the necessary skills and knowledge in the context of the work undertaken, how to use them effectively, and the impact they have on the worker and their environment. It is contended that this framework promotes continued and sustained growth in workers??? skills and adaptability, that is, it develops capacity. Secondly, fieldwork based on a program developed for a group of tax administrators to instantiate this framework is reported. The findings show that this workplace-based program designed for the Australian Taxation Office has precipitated the development of the participant workers??? capacity, and in so doing, has shown the empirical significance of the conceptual innovation. Finally, the broader implications of developing workers??? capacity are explored. These include the need for organisational support for workers??? capacity-development, the possibility of the development of a learning culture in organisations, and the general applicability of the framework to other organisations, professions, and industries.
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Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work". Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.
Testo completoAbstract (sommario):
A methodology and a framework for evaluating computer-based learning was produced by the TLTP Teaching with Independent Learning Technologies (TILT) Project's dedicated Evaluation Group, known as TILT-E, of which the author was a member. TILT-E's evaluation work was a result of over twenty evaluation case studies conducted by the group from 1993 to 1998, the majority of which were performed during 1994 and 1995. The TILT-E studies can be viewed as examples of good practice in the evaluation of a range of computer-based teaching situations. While TILT-E's method and measures provide a useful framework for evaluating computer-based learning they did not fully exploit the strengths and history of the theoretical approaches underpinning the TILT-E work. In fact, research traditions are seldom mentioned in the TILT-E literature yet are central not only to understanding the value of the TILT-E work, but also to assisting future research in the search for a model of the computer-based teaching and learning situation. By examining the evolution of the TILT-E methodologies through three of the first TILT-E studies, referred to in this thesis as the Pilot Studies, and then assessing several later case studies much is learnt about the need for a pluralist approach to evaluation in the computer-based teaching and learning context. While TILT-E advocates the use of different methods, the group failed to justify this approach and to recommend when and why such a mix would be appropriate. This thesis aims to rectify this imbalance through the detailed examination of eight evaluation episodes covering three different computer-based teaching and learning situations, all of which had been carried out by the author. Firstly, the Fast Frac case study is considered, which involved evaluating the replacement of a lecture with the Fast Frac software. The Fast Frac study consisted of three evaluation episodes over a period of four years. The study found that the package could replace the lecture, and noted not only that a comparative design does not necessarily constrain the researcher to empirical methods alone, but also that such an approach need not disadvantage the students in either the control or the experimental groups.
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Edmond, Nadia. "The role of higher education in work-based learning for primary teaching assistants". Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499073.
Testo completoAbstract (sommario):
Recent years have seen the emergence of a 'pedagogical role' for teaching assistants (TAs) in response to government policy initiatives in the areas of supporting inclusion, dealing with teacher stress and workloads and the implementation of National Literacy and Numeracy strategies. TAs have seen the range of activities associated with their role grow as a result but not uniformly and TA roles have been characterised as ranging from "dogsbody" to "mobile paraprofessional". In 2005 the status of Higher Level Teaching Assistant (HLTA) with an explicitly pedagogical role (Including whole class teaching) with associated "professional" standards was introduced. In response to these developments, Higher Education (HE) has become increasingly involved In providing accredited work-based learning for TAs.
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Jameson, Albert Thomas. "From Dearden to Dearing : promoting autonomy through work based learning in higher education". Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263840.
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Zhang, Bingxue. "Design and implementation of WoBaLearn - a work-based context-aware mobile learning system". Thesis, Ecully, Ecole centrale de Lyon, 2014. http://www.theses.fr/2014ECDL0032/document.
Testo completoAbstract (sommario):
Un intérêt accru a été élevé sur les systèmes d'apprentissage mobiles contextualisé. Ces systèmes visent à fournir les supports d'apprentissage via des appareils mobiles et de les adapter aux besoins spécifiques de l'éducation, les caractéristiques personnelles et les circonstances particulières d'un apprenant ou un groupe d'apprenants interconnectés. L'apprentissage en milieu de travail est une approche essentielle pour promouvoir l'efficacité de travail et d'apprentissage des professionnels. Il est besoin ciblé, personnalisé, juste-à-temps et basé sur la localisation. Ces caractéristiques prédisent que le système d'apprentissage mobile contextualisé peut jouer un rôle dans la promotion de l'efficacité de l'apprentissage en milieu de travail. Cependant, il y a relativement peu de systèmes d'apprentissage mobiles contextualisé proposées pour le développement de l'apprentissage et de la compétence en situation de travail. Cet article propose la conception, la mise en œuvre et l'évaluation d’un système d'apprentissage mobile contextualisé pour le milieu professionnel, nommé WoBaLearn. Plus précisément, dans la thèse, nous avons travailler sur: (1) les théories de l'apprentissage mobile contextualisé et l'apprentissage en milieu de travail; (2) les approches pour la conception d'un système d'apprentissage mobile contextualisé pour le milieu professionnel; et (3) les technologies et les méthodologies de mettre en œuvre et de tester le système d'apprentissage conçu. Les principales contributions de cette thèse sont: 1) Construction d’un modèle de contexte hiérarchique et basé sur une ontologie pour l'apprentissage en milieu de travail Nous avons défini un modèle de contexte initial pour décrire l'information contextuelle de l'apprentissage mobile en milieu de travail, nommé WbML. Ce modèle adopte l'approche hiérarchique, et est construit par l'ontologie. 2) Proposition d’un ensemble de stratégies d'adaptation pour l'apprentissage en milieu de travail et un moteur d'apprentissage pour exécuter ces stratégies Nous avons proposé un ensemble de stratégies d'adaptation. Ces stratégies adapter les supports d'apprentissage en fonction du contexte d’apprentissage actuel. Nous avons proposé également un moteur d'adaptation qui exécute ces stratégies pour mettre en œuvre les adaptations d'apprentissage. 3) Conception de l’architecture d’un système d'apprentissage mobile contextualisé pour le milieu professionnel Combinant avec les bases conceptuelles sur le modèle de contexte, des contenus d'apprentissage, les stratégies d'adaptation et le moteur d'adaptation, nous avons proposé l'architecture de WoBaLearn système qui permet à WoBaLearn de réaliser des services d'apprentissage adaptatif. 4) Mise en œuvre du système et son évaluation avec une étude de cas Nous avons implémenté le système avec les technologies modernes, et mis une étude de cas pour évaluer ce système. Les résultats d'évaluation nous ont fourni la preuve que ce système peut offrir aux professionnels une expérience d'apprentissage satisfaisant et faciliter leurs activités de travailIncreased interest has been shown in context-aware mobile learning systems. These systems aim to provide learning supports via mobile devices and adapt them to specific educational needs, personal characteristics and particular circumstances of an individual learner or a group of interconnected learners. Work-based learning is a crucial approach to promote professionals’ working and learning efficiency, which is need-targeted, personalized, just-in-time and location-based. These characteristics predict that context-aware mobile learning systems can play a role in promoting the effect of work-based learning. However, relatively few context-aware mobile learning systems are proposed for learning and competence development in work contexts. This dissertation proposes the design, implementation and evaluation of a context-aware mobile system for work-based learning, named WoBaLearn. More specifically, in the dissertation, we worked on: (1) the learning theories related to work-based context-aware mobile learning; (2) the approaches for designing a work-based context-aware mobile learning system; and (3) the technologies and methodologies for implementing and testing the designed system. The main contributions of this thesis are: 1) Proposal of an ontology-based hierarchical context model for work-based learning We defined an initial context model for describing contextual information in work-based mobile learning, named WbML. This model adopts a hierarchical designing approach which classifies con-text into a common layer and a domain layer. This approach improves the reusability of this context model. Also, the WbML context model is built based on ontology for describing context semantically. 2) Design of a set of adaptation strategies for work-based learning and an adaptation engine to execute these strategies We proposed a set of adaptation strategies concerning learning units selection, learning units sequence, learning units navigation, learning partners communication, and learning activities generation. These strategies adapt learning supports depending on professionals’ just-in-time learning con-text. We proposed also an adaptation engine which executes these proposed strategies to implement learning adaptations. 3) Construction of the WoBaLearn architecture Combined with the conceptual design bases about the context model, learning contents, adaptation strategies and adaptation engine, we proposed the system architecture of WoBaLearn which enables the WoBaLearn system to achieve the adaptive learning services. 4) Implementation of WoBaLearn We implemented the proposed system with modern technologies, and set a user study to evaluate it. Evaluation results provided us with the evidence that this system can offer professionals a satisfactory learning experience and facilitate their work activities
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Genesini, André Gomes. "Work based learning no ensino superior: um convite à reflexão sobre o currículo". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10058.
Testo completoAbstract (sommario):
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Previous issue date: 2008-05-26This is a time of great opportunities and great threats. Technology each time produces more wonders to the senses, things that make life better and more enjoyable. On the other hand, this is the first time in History that man is able to destroy the natural balance of the planet in an irreversible way. The arrival of information technology at the industry in the 1980s demanded a new profile of education for the workers. The damage to the environment can only be avoided through the development of a new kind of sustainable development. This, in turn, requires a new type of professional education. The recent rise of the knowledge economy has placed higher education as a strategical tool to achieve sustainable development. The university must find ways to keep up to the challenge. The key question in this research is how the university can get closer to the world of work and how the learning that occurs in higher education can be more close to the practical needs of the workplace. The objective of this research is to give contributions to the reflection about curriculum through concepts and historical data. This objective is achieved through qualitative analysis, in the form of case study of one of the answers that higher education has given to these challenges: the last generation of Work based Learning curriculums‟. To achieve this goal first was made a bibliographical research of the challenges that higher education faces and, specially, of Work based Learning. This research was the basis to the planning and implementation of a Work based Learning project to be used as case study in the research. The analysis of the data, in the light of the bibliographical research, suggests that Work based Learning generates a learning that is more closely related to the needs of the workplace and that Work based Learning equips more efficiently the students to succeed in the workplace
Esta é uma Era de enormes desafios e oportunidades. A tecnologia cada vez mais produz novidades que encantam os sentidos e facilitam a vida. As redes digitais aproximam pessoas, organizações e pesquisadores. Ao mesmo tempo, é a primeira vez na História que o homem tem o poder de provocar danos ao equilíbrio natural do planeta de maneira irreversível. O advento da tecnologia de informação no processo produtivo passou a exigir um novo perfil de mão-de-obra, multifacetada e bem qualificada. O desastre ambiental iminente só pode ser evitado com a mudança do modelo de desenvolvimento humano, o qual, por sua vez, exige um novo perfil de educação profissional. O surgimento da economia do conhecimento posicionou o ensino superior como uma ferramenta estratégica e essencial para uma nação atingir um desenvolvimento sustentável. A universidade não pode ficar alheia a este quadro. Esta pesquisa se insere no contexto do ensino superior tentando responder a esses desafios. A pergunta chave desta dissertação é como a universidade pode se aproximar mais do mundo do trabalho e, concomitantemente, como o aprendizado do ensino superior pode se aproximar mais da prática necessária ao trabalho. O objetivo desta pesquisa é dar subsídios, através de conceitos e dados históricos, para a reflexão sobre inovação em currículo. Esse objetivo é atingido através da análise qualitativa, através de estudo de caso, de uma das respostas do ensino superior a estes desafios: a última geração de currículos do tipo Work based Learning ou Aprendendo através do trabalho , Para tanto foi feita uma pesquisa bibliográfica sobre os desafios do ensino superior e, em especial, sobre o Work based Learning. A partir desta base foi planejado e implementado o projeto que deu origem ao estudo de caso. A investigação da dissertação ao Work based Learning se deu através três focos de pesquisa: as implicações em termos de inovação curricular, de aprendizagem significativa e de aprendizagem no ambiente de trabalho. A análise dos dados do estudo de caso à luz do referencial teórico pesquisado sugere que o aprendizado gerado pelo Work based Learning é mais próximo das necessidades da prática do trabalho e também mais eficaz para preparar o aluno para se desenvolver no ambiente de trabalho contemporâneo
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Cross, Vinette. "Professional education in transition : the implications for clinical competence assessment of physiotherapy undergraduates". Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365387.
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King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi". Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.
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Finn, Frances Louise. "Work-based learning influences, outcomes and sustainability in postgraduate nurse education : a case study". Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723489.
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Smith, Paul Jeremy. "Work-based learning programmes within English universities : a study of government policy and practice". Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484902.
Testo completoAbstract (sommario):
The first part of the thesis outlines and discusses governmental policy and strategy relating to work-based learning (WBL) programmes in Higher Education (HE) in England. It draws on key policy documents, the literature on WBL, and interviews with government policy advisors. The thesis then turns to a case-study based overview of the operation of such programmes at postgraduate level in three universities, and. academics, students and employer representatives experiences of, and attitudes towards, su~h programmes. A number of positive aspects were identified, including flexibility, student career developmen\ and' student's enhanced influence over the learning process and content. On the other hand, there were also instances of a disjuncture between government policy and practice, a lack of awareness and interest in such programmes, resistance, and implementation constraints. The conclusions examine the policy issues and implications of the research for the development of WBL within British higher education.
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Fisher, Madeline. "Work based learning : the impact of higher education/employer engagement in North East England". Thesis, Teesside University, 2012. http://hdl.handle.net/10149/315539.
Testo completoAbstract (sommario):
This research (January 2009 to January 2012) described the impact of Work Based Learning (WBL) programmes on three large organisations involved in HE/employer engagement partnerships to up-skill experienced employees in NE England. A case study approach gathered rich qualitative data from public and private organisations, and their university partner which provided long-term, whole-day university-based master-class WBL programmes for University-accredited qualifications with the support of Higher Education Funding Council for England’s Strategic Development Funding. The public organisation delivered its own certificate-level sessions; and a Foundation Degree was delivered by the University and the organisation’s Directors. Modified action research observations of classes preceded a questionnaire profiling candidates, their motivations, and perspectives about WBL. Stakeholders’ semi-structured interviews (Wengraf, 2001) answered: “how, why and with what consequences does the Mode 2 learning of the individual impact the Mode 2 learning of the organisation”, premised on WBL using Mode 2 “how to” knowledge (Gibbons et al, 1994). Data, mainly collected from May to November 2010, was analysed using a modified grounded theory approach (Corbin and Strauss, 2008) with fractal concept analysis (Wasserman, Clair and Wilson, 2009). Rich descriptions of the impacts of WBL from the perspectives of those involved in HE/employer engagement partnerships resulted in models for developing new partnerships and incorporating employer engagement within a university. Original contributions to WBL knowledge included the Courtyard Model based upon findings including types of knowledge/concepts/values that emerged from the research which may potentially lead to new pedagogies. Impacts of WBL included networking that carried the organisation’s strategic vision into its culture to enhance its sustainability and possible growth. Candidates attributed valuing reputation, knowledge and people to universities as organisations. The Courtyard Model summarised the relationship between the impacts of WBL on the development of candidates and organisations in terms of reputation, knowledge, people, networks, culture and sustainability.
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Orr, Barbara Ann Loeffler. "Evaluation of international metal technology student work-based learning exchange within a community college /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008412.
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McCrary, Lauren. "EXPLORING INFLUENCES AND USING INTENTIONALITY TO DEVELOP WORK-BASED LEARNING OPPORTUNITIES: A FACULTY PERSPECTIVE". UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/63.
Testo completoAbstract (sommario):
Understanding the practical implications related to experiential learning is complex. It is important to first view experiential learning as an umbrella term under which work-based learning (WBL) is housed. To further particularize, there are different avenues for students to pursue work-based learning opportunities (WBLOs), with internships and cooperative education being two. Although these are not new learning environments, understanding and clearly defining them (to both internal and external bodies) is increasingly necessary. In Kentucky, WBLOs are part of the political discourse on postsecondary education. The Council on Postsecondary Education (CPE) and local economic development agencies have incorporated strengthening and growing WBLOs into their strategic plans. This demand is echoed by students and parents.
By interviewing faculty with varying enrollments in their WBLOs, this study set out to explore influences on the development and implementation of these experiences from their perspective. The dissertation is written in three manuscripts, including a companion piece written in collaboration with Robert Boone that examines WBLOs from a complementary faculty (McCrary) and student perspective (Boone). It situates the problem of practice (WBLOs) in the current landscape of Kentucky Community and Technical College System. The second manuscript describes anticipated and unanticipated findings related to the development and implementation of WBLOs drawn from my interviews with WBLO coordinators across the state. Selected examples include the role of the advisory board and faculty background on the development of WBLOs and stakeholder preparation and conveying benefits to the community during implementation. The third manuscript explores obstacles encountered and offers potential avenues to circumvent or overcome said obstacles based on information collected through the interviews of this qualitative, exploratory study. This dissertation will be of use to both senior administrators interested in increasing WBLOs at their institution and to faculty who are interested in offering the opportunities to their students. This study offers insight to current practices related to WBLO development and implementation and offers potential avenues to overcome obstacles.
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Lennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click e Suzanne Abercrombie. "A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.
Testo completoAbstract (sommario):
Although social workers are frequently part of interdisciplinary teams in health care and community settings, interdisciplinary training is often lacking in social work education (Berg-Weger & Schneider, 1998). This article describes a study of the effects of an interdisciplinary community-based experiential course preparing new health care professionals for work as part of interdisciplinary teams. The interdisciplinary curriculum was established for a summer course taught in 2006 by faculty from five disciplines: social work, nutrition, medicine, nursing, and public health. The course, Quality Improvement in Rural Healthcare, which focused on health literacy in people with a diagnosis of diabetes that live in northeast Tennessee, provided a model environment for learning interdisciplinary teamwork. Evaluation of this course found that social work students displayed a statistically significant increase in positive attitude toward interdisciplinary teamwork. Course strengths, weaknesses, obstacles, and opportunities for curriculum improvement are elaborated.
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Sweeney, Alison. "Re-thinking work-based situated learning : a case study of the changing nature of situated learning in the workplace". Thesis, University of Ulster, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535151.
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Worrells, David S. "The nature and status of work-based learning within aviation management programs : a programmatic perspective /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147184761&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Jones, Kirsten. "Do university work-based learning short courses widen access to higher education and powerful knowledge?" Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/100742/.
Testo completoAbstract (sommario):
With Welsh Government and European Structural Fund (ESF) support, Welsh universities have been incentivised to engage regional employers in ‘upskilling’ working adults and encourage non-traditional routes into higher education. Participating universities have provided short accredited courses through work-based learning projects in subject areas identified as having skills deficits. Such instrumental curricula brought with them the need for tailored pedagogies and assessment strategies to support the achievement of higher education credits for these non-traditional university students. It is here that the link to the thesis’ theoretical framing is established. It draws on sociological curriculum theory that distinguishes and assigns power differentials to curriculum and which cautions against an overemphasis on skills-based knowledge within vocational curriculum. The premise is proposed that the knowledge type inherent to these work-based learning courses is very different to mainstream university curriculum and distances itself from theoretical ‘powerful’ knowledge (Young 2008) to the point it becomes powerless. Questions of curriculum equity within higher education are thus raised and considered in view of these courses as a recognised form of widening access to higher education activity. The empirical component of the thesis is qualitative and relates the experiences of work-based learning university lecturers and course participants to curriculum theory and the epistemic access (Morrow 2009) to which course participants were exposed. Twelve semi-structured interviews with university lecturers from three Welsh universities were undertaken along with six focus groups comprising work-based learning course participants. Findings reveal that characteristics associated with both widening access and powerful knowledge were apparent but inconsistent. For many stakeholders, the raison d'etre of the courses was the tangible ‘upskilling’ offered. Such views problematised the accredited higher education component of the courses. Conclusions offer that the approach taken by individual course participants and the lecturers’ pedagogic practice were key determinants in how courses were delivered, received and the extent to which powerful knowledge could be identified. This individual orientation similarly determined the potential for these courses to be transformative educational experiences.
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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students". Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.
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Moore, Lesley Jean. "The power of experiential learning and mindful inquiry : making sense of work-based learning and changing paradigms in practice and education". Thesis, University of the West of England, Bristol, 2009. http://eprints.uwe.ac.uk/17421/.
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Houlbrook, Michael C. "The politics and practices of work-based learning : accounts of experiences in the community services sector". Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.
Testo completoAbstract (sommario):
This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles of WBL, characteristics of practice and issues arising from these things. The phenomenological study of the student experiences is supported by a case study of the GDSS. The research is approached from an ontological and epistemological framework informed by critical theory and critical hermeneutics. The methods draw substantially on data collection through semi-structured interviews and supporting data collected form other sources. The analysis of the data is presented as five major data stories – access, self and study, work-based learning and organisation, managing learning and outcomes. In discussing the data the thesis argues that the students are strongly positioned as non-traditional students with an orientation towards issues of access to HE, as well as a concern with critical practice. The concluding comments of the thesis consider the context of work-based learning under systemic influences of the political economy of the day, notably neo-liberalism and the application of a techno-economic framing of the knowledge economy. Some final comments are offered on the practice of WBL in the CS sector, including the defence of knowledge production as a public good and the life world/system dynamics of partnership.
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Law, Siu-ming Derek. "The effects of academic achievement on junior students' cooperative learning with WebQuests in secondary school /". View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846520.
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Avby, Gunilla. "Evidence in Practice : On Knowledge Use and Learning in Social Work". Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117912.
Testo completoAbstract (sommario):
Against the backdrop of the transformations in the entire framing of professional work, social work has come under close scrutiny in many countries, including Sweden. Doubts have been raised about practitioners’ existing knowledge base, and the importance of practitioners engaging in learning and the renewal and extension of professional capacities has been emphasized. The present thesis concerns knowledge use and learning in the daily practices of child investigation work. The aim is to explore processes of knowledge use and learning in practice. The study is based on a mix of qualitative approaches, basically from ethnography, comprising methods such as participant observations, interviews, reflective dialogues and documentary analysis of case data. The main findings demonstrate that investigation work is characterized mainly by the use of practice-based knowledge. Research-based knowledge is predominantly used as a means of explaining a client’s situation or to underpin and legitimize one’s own beliefs and decisions made on other grounds. Professional learning is largely adaptive in character, as the social workers learn to handle tasks in a fairly routinized way on the basis of rules or procedures that draw on existing knowledge in the practice setting. Two conclusions are drawn: First, the use of knowledge in child investigation work bears little resemblance to principles of evidence-based practice. Second, the reproduction of professional knowledge is largely implicit and taken for granted. The study offers insight into the much-discussed topic of putting knowledge into practice, which is of importance to strategies for organizing profes sional learning and knowledgeable practice.Ett i allt högre grad vetenskapsbaserat samhälle har lett till att kunskapsbasen i många verksamheter ifrågasatts, däribland socialt arbete. Avhandlingen behandlar kunskapsanvändning och lärande i utredningsarbetet inom den sociala barn- och ungdomsvården. Syfte är att öka kunskapen kring hur individer använder kunskap och lär sig i och genom sin dagliga praktik. Avhandlingen baseras på fyra delstudier som genomförts i tre svenska kommuners socialtjänst. Det empiriska materialet består av deltagande observationer, intervjuer, reflekterande dialoger och dokumentanalyser. Studien tar sin utgångspunkt i ett kognitivt perspektiv på lärande med teoretiska rötter i pragmatism. Ett grundläggande antagande bakom studien är att lärandet utgår från hur individen tolkar och förstår den situation som hen möter och därefter handlar. Resultaten visar att utredningsarbetet företrädesvis baseras på praktikbaserad kunskap som erhålls från tidigare erfarenheter och kollegor. Forskningsbaserad kunskap används huvudsakligen för att bekräfta och legitimera en uppfattning och inte för att ifrågasätta och utmana existerande åsikter och antaganden. Lärandet kan främst karaktäriseras som ett anpassningsinriktat lärande där praktikern med stöd i tidigare erfarenheter och utifrån befintlig kunskapsbas skapar rutiner för att hantera arbetet. Kunskapsanvändningen inom den sociala barn- och ungdomsvården ligger långt ifrån idealen för evidensbaserad praktik. Reproduktionen av professionell kunskap sker främst implicit och utan frågasättande. Förståelse för praktikers faktiska kunskapsanvändning och lärande har central betydelse för hur verksamheter kan organiseras för att stödja lärande i arbetet.
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Yan, Mo-lan, e 甄慕蘭. "Knowledge building in project-based science learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598687.
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