What can higher education learn from workplace learning?

Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 and Rooney, Donna (2015) What can higher education learn from workplace learning? In: Transformative Perspectives and Processes in Higher Education. Dailey-Hebert, Amber and Dennis, Kay S., eds. Advances in Business Education and Training, 6 . Springer, pp. 195-209. ISBN 9783319092461

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Abstract

This chapter examines how insights from workplace learning research might be used to problematize some common understandings of higher education practice and lead to new ones. It begins by outlining features of the changing higher education context that have implications for how we might think differently about traditional higher education. Following this it contrasts practices in higher education with several themes drawn from two decades of workplace learning research (e.g. learning as embedded, situated; social, and formed through practice). It focuses on specific higher education practices (both existing and possible) that have potential to meet new and different learning needs of the changing student population. Implications centre around four ideas. The first is that being a ‘learner’ is not as powerful as being a producer. The second is that the tasks students engage in should not be seen as isolated from the broader context they will be entering on graduation. The third idea is that assessment needs to be appropriated by learners, and finally, students must more actively construct their own learning.

Item Type: Book Section
Research Areas: A. > Work and Learning Research Centre
Item ID: 15807
Useful Links:
Depositing User: Sidharth Bahadoor
Date Deposited: 07 May 2015 14:34
Last Modified: 18 Jul 2019 16:22
URI: https://eprints.mdx.ac.uk/id/eprint/15807

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