• A more holistic form of higher education: The real potential of Work Based Learning

      Major, David; Chester College of Higher Education (Open University Press, 2002-12)
      This article takes, as its starting-point, the concept of ‘ critical being’ developed by Barnett in Higher Education : A Critical Business (1997). It then examines the potential of Barnett’s position for a philosophy of Work Based Learning in a higher education context, arguing that Work Based Learning, appropriately conceived, combines the three key features of Barnett’s critical being, namely critical reasoning, critical self-reflection and critical action. The article goes on to consider the place of both the ontological and the epistemological dimensions to Work Based Learning, in an attempt to make a case for Work Based Learning as a more holistic way of being and knowing than conventional University education provides for.
    • Personal tutoring and academic advising: Improving student success

      Thomas, Liz; Nutt, Charlie; Wall, Tony; Edge Hill University : Kansas State University : University of Chester (2009-12)
    • Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

      Talbot, Jon; University of Chester (2017-11-30)
      This small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and non-formal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.