Browsing Centre for Work Related Studies by Subjects
Now showing items 1-4 of 4
A manifesto for higher education, skills and work based learning: through the lens of The Manifesto for WorkPurpose: This paper is prompted by recent professional and political events and specifically the politically oriented ‘Manifesto for Work’ recently published by the Chartered Institute of Personnel and Development (CIPD), to propose a manifesto for the broad professional sphere of higher education, skills and work based learning. Design/methodology/approach: This paper utilises a unique form of political ideology critique, applied to the CIPD’s Manifesto for Work, to propose alternative directions for practice, research and policy. Findings: This paper highlights four key areas which need further research and development in the area of higher education, skills and work based learning. These are discussed in relation to: overhauling corporate governance; inclusive workplaces, flexible working, and disadvantaged groups; investment in skills, lifelong learning, and well-being; and re-balancing working practices and rights. Research limitations/implications: This paper highlights areas for further research in the broad professional area of higher education, skills and work based learning. Originality/value: This paper is a unique, time-bound political response to the current political landscape, and is the first to propose a manifesto for the professional sphere of higher education, skills and work based learning.
Creatively expanding research from work-based learningPurpose – The purpose of this paper is to explore the potential of creativity in work-based research and practice to yield deeper understanding of practice situations. Unexpected insights can lead one (or a team) to identify new approaches, tackling workplace issues differently, leading to unexpected outcomes of long-term impact. Design/methodology/approach – This paper draws on work conducted for a doctoral thesis, investigating the impact of work-based learning for recent masters graduates of a work-based learning programme. Fiction was incorporated into analysis of the data, creating play scripts to represent key aspects of the researcher’s perceptions and interpretations for each participant. Findings – Research participants experienced personal, professional and organisational impact, although there was considerable variability between individuals. Additionally, societal impact was wished for and/or effected. The approach to representation of analysis, which involved fictionalising participants’ experiences, created a strong Thirdspace liminality. This appeared to deepen awareness and understanding. Research limitations/implications – Such approaches can transform the researcher’s perspective, prompting insights which lead to further adventure and development in work-based research and practice. Practical implications – Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive. Social implications – Managers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive. Originality/value – The creation of play scripts, representing an interpretation of participants’ stories about their work-based learning experience, is an innovative feature of this work.
Delivering distance education for the Civil Service in the UK: The University of Chester’s Foundation for Government programmeThis book chapter discusses a distance delivered work based learning programme using a dedicated virtual learning environment for the British Civil Service called 'Foundation for Government'. There are currently about 350 students on the programme and at time of writing, the first learners are completing. The programme is designed to equip the broad mass of Civil Servants with the essential skills for modern government. While the programme has undoubtedly been successful, it has also raised a number of issues requiring further research. These are: the involvement of employers; technological versus educational imperatives; learner experience and progression and the assumption of knowledge transfer.
Service learning and sustainability educationIn the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on ‘reciprocal learning’ (Sigmon, 1979) where the ‘head, hands and heart’ can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner’s efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994)...