Postmodern or late modern? What counts as knowledge in Work Based Learning?

Hdl Handle:
http://hdl.handle.net/10034/116557
Title:
Postmodern or late modern? What counts as knowledge in Work Based Learning?
Authors:
Talbot, Jon
Abstract:
This paper explores the differing conceptions of knowledge held by tutors and students in work based learning (WBL) in UK universities and hypothesises that there are three broad yet distinct conceptions of knowledge based upon differing personal and professional ideologies.
Affiliation:
University of Chester
Citation:
Unpublished conference presentation given at the Society for Research into Higher Education annual research conference at Celtic Manor, Newport, 14-16 December 2010
Publication Date:
14-Dec-2010
URI:
http://hdl.handle.net/10034/116557
Additional Links:
http://www.srhe.ac.uk/conference2010
Type:
Presentation
Language:
en
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorTalbot, Jonen
dc.date.accessioned2010-11-29T09:17:30Z-
dc.date.available2010-11-29T09:17:30Z-
dc.date.issued2010-12-14-
dc.identifier.citationUnpublished conference presentation given at the Society for Research into Higher Education annual research conference at Celtic Manor, Newport, 14-16 December 2010en
dc.identifier.urihttp://hdl.handle.net/10034/116557-
dc.description.abstractThis paper explores the differing conceptions of knowledge held by tutors and students in work based learning (WBL) in UK universities and hypothesises that there are three broad yet distinct conceptions of knowledge based upon differing personal and professional ideologies.en
dc.language.isoenen
dc.relation.urlhttp://www.srhe.ac.uk/conference2010en
dc.subjectknowledgeen
dc.subjectwork based learningen
dc.titlePostmodern or late modern? What counts as knowledge in Work Based Learning?en
dc.typePresentationen
dc.contributor.departmentUniversity of Chesteren
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