An investigation into the pedagogical practices of a University WBL course in Hong Kong

The purpose of this research is to contribute to the wider field of work based learning (WBL) and its relevance to the world of work in different contexts. The research examined the teaching and learning on Middlesex University’s WBL programmes at its Hong Kong WBL Centre. It explored enhancement measures to the pedagogical practices of its local delivery, seeking to discover the cultural factors that affect the teaching and learning success of the programme and to enhance pedagogical competencies of the tutors and pedagogical support of the students.
The research involved using a case study and a mixed methods approach. Data was collected using a set of specially designed questionnaires, together with a series of semi structured interviews with related stakeholders, and a review of relevant documents. The outcomes include the empirical gathering of the perspectives of the WBL students and tutors on the teaching and learning and pedagogical practices and identifications of cultural factors affecting the teaching and learning of WBL programmes overseas which call for particular intervention strategies to address. These include understanding the characteristics of WBL and recognising its practitioner researcher approach for mode 2 knowledge production and professional development; managing the expectations of the students and offering them support to overcome the challenges for successful WBL; and adapting the students’ learning style to WBL approach and implementing constructivist teaching practices. Recommendations were made including using the constructivist approach to adapt the pedagogical paradigm of the students and tutors in WBL and the cognitive apprenticeship instructional techniques to facilitate WBL. A new WBL programme for Hong Kong is outlined and an enhanced guide for tutors informed by Confucius Heritage Culture environments and the constructivist approach to learning.