Postmodern or late modern? What counts as knowledge in Work Based Learning?
AffiliationUniversity of Chester
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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.
CitationUnpublished conference presentation given at the Society for Research into Higher Education annual research conference at Celtic Manor, Newport, 14-16 December 2010
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