Re-evaluating work-based learning pedagogy

Article


Nottingham, P. 2017. Re-evaluating work-based learning pedagogy. Higher Education, Skills and Work-based Learning. 7 (2), pp. 129-140. https://doi.org/10.1108/HESWBL-11-2015-0057
TypeArticle
TitleRe-evaluating work-based learning pedagogy
AuthorsNottingham, P.
Abstract

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.

Research GroupWork and Learning Research Centre
LanguageEnglish
PublisherEmerald
JournalHigher Education, Skills and Work-based Learning
ISSN2042-3896
Publication dates
Print08 May 2017
Publication process dates
Deposited24 Jan 2017
Accepted09 Jan 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

Copyright © 2017, Emerald Publishing Limited. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher

Digital Object Identifier (DOI)https://doi.org/10.1108/HESWBL-11-2015-0057
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