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

Nottingham, Paula ORCID: https://orcid.org/0000-0002-3471-8446 (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)

Preview

PDF - Final accepted version (with author's formatting) Available under License Creative Commons Attribution-NonCommercial 4.0. Download (231kB) | Preview

Abstract

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.

Actions (login required)

View Item

Statistics

DownloadsShow export options

Export as CSVXMLJSON

Activity Overview

6 month trend

368Downloads

6 month trend

549Hits

Additional statistics are available via IRStats2.