Curriculum design for the post-industrial society: The facilitation of individually negotiated higher education in work based learning shell frameworks in the United Kingdom

Hdl Handle:
http://hdl.handle.net/10034/620557
Title:
Curriculum design for the post-industrial society: The facilitation of individually negotiated higher education in work based learning shell frameworks in the United Kingdom
Authors:
Talbot, Jon
Abstract:
During the past twenty years there has been increasing demand for more flexible forms of higher education, especially for adult learners. Adults have strong preferences for vocational learning, tailored to their professional context. Universities, organised along lines designed to meet the needs of an industrial society have been largely unable to adapt to the consequences of increased role specialisation in the post-industrial labour market. This chapter reviews developments in accredited universities in the United Kingdom where the development of ‘shell frameworks’, based upon the requirements of learners rather than subject discipline, has enabled some adults to fulfil their learning requirements and gain formally accredited qualifications. In the absence of research in this area a detailed case study familiar to the author is presented and an agenda for further research outlined.
Affiliation:
University of Chester
Citation:
Talbot, J. (2017). Curriculum design for the post-industrial society: The facilitation of individually negotiated higher education in work based learning shell frameworks in the United Kingdom. In R. V. Nata (Ed.), Progress in Education: Volume 44 (pp. 127-161). New York, NY: Nova Science Publishers.
Publisher:
Nova Science Publishers
Publication Date:
1-Feb-2017
URI:
http://hdl.handle.net/10034/620557
Additional Links:
https://www.novapublishers.com/catalog/product_info.php?products_id=60463&osCsid=675a77f5c5518d160bfd088982bbf7a6
Type:
Book chapter
Language:
en
ISBN:
9781536106268
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorTalbot, Jonen
dc.date.accessioned2017-07-06T16:21:31Z-
dc.date.available2017-07-06T16:21:31Z-
dc.date.issued2017-02-01-
dc.identifier.citationTalbot, J. (2017). Curriculum design for the post-industrial society: The facilitation of individually negotiated higher education in work based learning shell frameworks in the United Kingdom. In R. V. Nata (Ed.), Progress in Education: Volume 44 (pp. 127-161). New York, NY: Nova Science Publishers.en
dc.identifier.isbn9781536106268-
dc.identifier.urihttp://hdl.handle.net/10034/620557-
dc.description.abstractDuring the past twenty years there has been increasing demand for more flexible forms of higher education, especially for adult learners. Adults have strong preferences for vocational learning, tailored to their professional context. Universities, organised along lines designed to meet the needs of an industrial society have been largely unable to adapt to the consequences of increased role specialisation in the post-industrial labour market. This chapter reviews developments in accredited universities in the United Kingdom where the development of ‘shell frameworks’, based upon the requirements of learners rather than subject discipline, has enabled some adults to fulfil their learning requirements and gain formally accredited qualifications. In the absence of research in this area a detailed case study familiar to the author is presented and an agenda for further research outlined.en
dc.language.isoenen
dc.publisherNova Science Publishersen
dc.relation.urlhttps://www.novapublishers.com/catalog/product_info.php?products_id=60463&osCsid=675a77f5c5518d160bfd088982bbf7a6en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectCurriculum designen
dc.subjectShell frameworken
dc.subjectWork based learningen
dc.subjectWork based and Integrative Studiesen
dc.titleCurriculum design for the post-industrial society: The facilitation of individually negotiated higher education in work based learning shell frameworks in the United Kingdomen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren
dc.date.accepted2016-09-30-
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2217-02-01-
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