Developing the structural capital of higher education institutions to support work based learning.
Garnett, Jonathan and Workman, Barbara and Beadsmoore, Alan and Bezencenet, Stevie (2008) Developing the structural capital of higher education institutions to support work based learning. In: Work-based learning: workforce development: connections, frameworks and processes. Tallantyre, Freda, ed. Higher Education Academy, York, pp. 18-30. ISBN 9781905788774
Official URL: http://www.heacademy.ac.uk/assets/York/documents/w...
This chapter considers issues related to the provision of work-based learning [WBL] programmes by higher education institutions and discusses these programmes using the concept of structural capital. ‘Structural capital’ is defined as the organising and structuring capability of the organisation as expressed in formal instruments, policies, regulations, procedures, codes, functional business units, task groups, committees or less formal culture, networks and practices (Stewart, 1997) that influence practices and procedures. Our experiences of operating work-based learning programmes in two very different higher education institutions provide illustrations of structural factors that enable and facilitate work-based learning. The discussion outlines the forms of work-based learning that both universities employ, and considers some key aspects of WBL delivery that are directly impacted upon by the structures and processes within institutions, and contribute to intra-institutional structural capital. A summary of practical examples is given as an appendix to the chapter.
|Item Type:||Book Section|
|Research Areas:||Middlesex University Schools and Centres > School of Health and Education > Mental Health, Social Work and Interprofessional Learning|
Middlesex University Schools and Centres > Institute for Work Based Learning
|Deposited On:||27 Apr 2010 08:04|
|Last Modified:||06 Jan 2015 13:15|
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