Exploration of the key factors to enable Negotiated Work Based Learning to be accepted within HE - a case based approach

Hdl Handle:
http://hdl.handle.net/10034/610856
Title:
Exploration of the key factors to enable Negotiated Work Based Learning to be accepted within HE - a case based approach
Authors:
Weston, Philippa
Abstract:
Using a case based approach, this paper will examine some key factors that appear necessary if negotiated forms of work based learning (NWBL) have any chance of being accepted into the HE provision. The case study examined here is part of a wider doctoral study examining what factors impact on how different universities perceive and locate work based learning (WBL) and particularly NWBL into their HE provision. The case study is based on the University of Chester (Chester) which is generally recognised within the wider academic community in WBL as having created one of the most flexible academic frameworks to support different forms of WBL and NWBL. The study focuses on the experiences, memories and reflections of three key individuals who were involved in the early stages of developing the Work Based and Integrative Studies (WBIS) framework at Chester which is now used extensively to support all forms of WBL both internally within the university and also in the wider external community (Major, Meakin, & Perrin, 2011). The flexibility and sustainability of Chester’s WBIS framework is evidenced by its ability to facilitate an increasing variety of WBL projects from the more traditional HE WBL offerings such as placements, corporate programmes and contract partnerships to projects that are more challenging for HE such as co-delivery arrangements and formal partnerships (Talbot, Perrin, & Meakin, 2014). Drawing on the work of Major, Perrin, Talbot, Wall and Meakin who are all practitioners and researchers of NWBL and WBL at Chester, together with prominent researchers within the wider field of NWBL such as Portwood, Costley and Gibbs, the paper identifies some key factors, such as the need for a champion, the influence of the university’s culture, the relevance of the word ‘integrative’ and the importance of timing. In addition it will highlight that for such initiatives to be effective and sustainable, WBL and in particular NWBL must be underpinned through strong organisational and governance capabilities to ensure the resultant programmes meet the criteria from a quality assurance perspective. The paper concludes by drawing together and evaluating whether the factors which appear key in enabling the WBIS framework at Chester could be embraced by other Universities in their pursuit of WBL initiatives (Talbot et al., 2014).
Affiliation:
University of Chester
Citation:
Weston (2014). Exploration of the key factors to enable Negotiated Work Based Learning to be accepted within HE - a case based approach. ASET Annual Conference 2014
Publisher:
ASET
Journal:
Proceedings of the 2014 Placement and Employability Professionals' Conference
Publication Date:
Sep-2014
URI:
http://hdl.handle.net/10034/610856
Additional Links:
http://www.asetonline.org/wp-content/uploads/2014/11/2014-RP.pdf
Type:
Article; Working Paper; Meetings and Proceedings
Language:
en
Description:
This research paper was presented by Debbie Scott on behalf of Pip Weston at the 2014 ASET Annual Conference on 2nd-4th September, 2014 at Northumbria University, Newcastle upon Tyne.
Sponsors:
University of Chester
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorWeston, Philippaen
dc.date.accessioned2016-05-27T09:43:48Zen
dc.date.available2016-05-27T09:43:48Zen
dc.date.issued2014-09en
dc.identifier.citationWeston (2014). Exploration of the key factors to enable Negotiated Work Based Learning to be accepted within HE - a case based approach. ASET Annual Conference 2014en
dc.identifier.urihttp://hdl.handle.net/10034/610856en
dc.descriptionThis research paper was presented by Debbie Scott on behalf of Pip Weston at the 2014 ASET Annual Conference on 2nd-4th September, 2014 at Northumbria University, Newcastle upon Tyne.en
dc.description.abstractUsing a case based approach, this paper will examine some key factors that appear necessary if negotiated forms of work based learning (NWBL) have any chance of being accepted into the HE provision. The case study examined here is part of a wider doctoral study examining what factors impact on how different universities perceive and locate work based learning (WBL) and particularly NWBL into their HE provision. The case study is based on the University of Chester (Chester) which is generally recognised within the wider academic community in WBL as having created one of the most flexible academic frameworks to support different forms of WBL and NWBL. The study focuses on the experiences, memories and reflections of three key individuals who were involved in the early stages of developing the Work Based and Integrative Studies (WBIS) framework at Chester which is now used extensively to support all forms of WBL both internally within the university and also in the wider external community (Major, Meakin, & Perrin, 2011). The flexibility and sustainability of Chester’s WBIS framework is evidenced by its ability to facilitate an increasing variety of WBL projects from the more traditional HE WBL offerings such as placements, corporate programmes and contract partnerships to projects that are more challenging for HE such as co-delivery arrangements and formal partnerships (Talbot, Perrin, & Meakin, 2014). Drawing on the work of Major, Perrin, Talbot, Wall and Meakin who are all practitioners and researchers of NWBL and WBL at Chester, together with prominent researchers within the wider field of NWBL such as Portwood, Costley and Gibbs, the paper identifies some key factors, such as the need for a champion, the influence of the university’s culture, the relevance of the word ‘integrative’ and the importance of timing. In addition it will highlight that for such initiatives to be effective and sustainable, WBL and in particular NWBL must be underpinned through strong organisational and governance capabilities to ensure the resultant programmes meet the criteria from a quality assurance perspective. The paper concludes by drawing together and evaluating whether the factors which appear key in enabling the WBIS framework at Chester could be embraced by other Universities in their pursuit of WBL initiatives (Talbot et al., 2014).en
dc.description.sponsorshipUniversity of Chesteren
dc.language.isoenen
dc.publisherASETen
dc.relation.urlhttp://www.asetonline.org/wp-content/uploads/2014/11/2014-RP.pdfen
dc.subjectnegotiated work based learningen
dc.subjectchange agentsen
dc.subjectunivesity championsen
dc.subjectorganisationen
dc.titleExploration of the key factors to enable Negotiated Work Based Learning to be accepted within HE - a case based approachen
dc.typeArticleen
dc.typeWorking Paperen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalProceedings of the 2014 Placement and Employability Professionals' Conferenceen
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