The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

Nottingham, Paula ORCID logoORCID: (2016) The use of work-based learning pedagogical perspectives to inform flexible practice within higher education. Teaching in Higher Education, 21 (7) . pp. 790-806. ISSN 1356-2517 [Article] (doi:10.1080/13562517.2016.1183613)

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The renewed emphasis on developing flexible learning practices in higher education underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK higher education using three main perspectives that help to conceptualise the existing range of practice: discipline-centred, learner-centred and employer-centred. Data was collected from twenty academic practitioners with expertise in WBL using qualitative interviews, documents and observations at fourteen different institutions from seven regions in England. The research findings suggest that there are both commonalities and distinctive attributes across the range of practice that influence how academics develop and orient their pedagogy. It is argued that the characteristics and discursive features of these WBL perspectives present pedagogical approaches that could be adapted to inform more flexible mainstream provision.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
A. > School of Health and Education > Education
Item ID: 19646
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 11 May 2016, available online:
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Depositing User: Paula Nottingham
Date Deposited: 28 Apr 2016 11:05
Last Modified: 29 Nov 2022 21:33

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