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dc.contributor.authorTabot, Jon
dc.contributor.authorPerrin, David
dc.contributor.authorMeakin, Bob
dc.date.accessioned2020-04-01T08:33:27Z
dc.date.available2020-04-01T08:33:27Z
dc.identifier.citationTalbot, J., Perrin, D. & Meakin, B. (2019). "What does it take for flexible learning to survive? A UK case study", Higher Education, Skills and Work-Based Learning, 10(1), 113-125. https://doi.org/10.1108/HESWBL-02-2019-0022en_US
dc.identifier.urihttp://hdl.handle.net/10034/623288
dc.descriptionAlthough there is evidence that Work Based Learning practices are expanding in universities worldwide, fully flexible programmes using a non-subject specific 'Shell programme' are often closed down. The paper is an attempt to identify non-pedagogic reasons why one such programme has been able to flourish over a twenty year time period. The implication is that those advocating such programmes should consider the broader organisational objectives of the host institution in order to achieve sustainability. this means ensuring programmes are financially sound, adapting to changing circumstances, cohesive team work and adherence to the maintenance of rigorous academic standards.en_US
dc.description.abstractPurpose: To identify potential reasons why an innovative Work based learning shell framework has succeeded in an adverse environment Design/methodology/approach: Case study Findings: Demand-led, flexible Work based learning programmes have to overcome a number of internal cultural and institutional barriers in order to succeed. Important requirements are likely to include effective leadership, financial viability, adherence to Quality Assurance, adaptability, entrepreneurialism and a cohesive community of practice incorporating these traits. Research limitations/implications: The conclusions are drawn from shared experience and are suggestive only as they are not readily susceptible to empirical verification. The authors accept that for some the conclusions appear speculative but they suggest that in order for innovative programmes to survive more is required than sound pedagogy. Practical implications: Although lessons may not be directly transferable, the paper draws attention to the importance of managerial, leadership and organisational factors necessary for innovative Work based learning programmes to survive and develop. Social implications: Originality/value: There is some literature on why some innovative higher education programmes and institutions have failed: there is little on why some programmes are successful.en_US
dc.publisherEmeralden_US
dc.relation.urlhttps://www.emerald.com/insight/content/doi/10.1108/HESWBL-02-2019-0022/full/htmlen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectWork based learningen_US
dc.subjectFlexible learning,en_US
dc.subjectProgramme sustainabilityen_US
dc.titleWhat does it take for flexible learning to survive? A UK case studyen_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalHigher Education Skills and Work Based Learningen_US
or.grant.openaccessYesen_US
rioxxterms.funderUnfundeden_US
rioxxterms.identifier.projectUnfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecordhttps://doi.org/10.1108/HESWBL-02-2019-0022en_US
rioxxterms.licenseref.startdate2019-09-05
rioxxterms.publicationdate2019-09-05
dc.dateAccepted2019-07-11
dc.date.deposited2020-04-01en_US
dc.indentifier.issn2042-3896en_US


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International