Browsing Centre for Work Related Studies by Subjects
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Global Perspectives on Work-Based Learning InitiativesThe book is the first to appraise developments in Work based learning from a global perspective. 'Work based learning' (WBL) in the context of a formal programme of study in higher education is defined as all forms of learning relevant to the workplace to include closely related terms such as Work Integrated Learning, Work Applied Learning and Work Related Learning. Three types of WBL can be described: learning for students currently outside the workplace seeking to enter it gaining experience in the form of a work placement; learning for students who are part located in the workplace and part in an educational institution typically in the form of an apprenticeship and learning for students fully engaged in the workplace studying part time. All three forms of WBL are increasingly common around the world in response to the perceived deficiencies of the traditional curriculum as part of a desire on the part of students, employers and policy makers to create learning more relevant to the labour market and workplace. The book reviews all types on WBL practice in ten countries- Australia, New Zealand, Nigeria, Japan, South Africa, Eire, the Netherlands, USA, Germany and the UK.
Transforming research-learning performance with professional lifelong learnersIn Europe, universities promote accredited professional development opportunities as a key strand of their lifelong learning commitment. Within this context, learning about research methods can be problematic to busy professionals, as it can appear dislocated from practice and unworthy of the energy and effort it takes to understand what might be perceved as a purely academic pursuit. The purpose of the study was to tackle this situation: to enhance the professional's experience and learning performance in research methods, in the context of work based learning Bachelor's and Master's degrees. Action research was used to develop a pedagogic approach to faciliate learning with busy professionals. The results suggest a significantly more positive experience for the learners, and a verified increase in performance (% grades) in assessed work. This paper gives an overview of the pedagogic approach and tools developed.