Re-evaluating work-based learning pedagogy

Nottingham, Paula ORCID logoORCID: (2017) Re-evaluating work-based learning pedagogy. Higher Education, Skills and Work-based Learning, 7 (2) . pp. 129-140. ISSN 2042-3896 [Article] (doi:10.1108/HESWBL-11-2015-0057)

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The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the ‘field of study’ concept.

This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations.

WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy.

Research limitations/implications
This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range.

Practical implications
The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE.

The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.

Item Type: Article
Research Areas: A. > School of Health and Education > Education
A. > Work and Learning Research Centre
Item ID: 21150
Notes on copyright: Copyright © 2017, Emerald Publishing Limited. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher
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Depositing User: Paula Nottingham
Date Deposited: 24 Jan 2017 15:19
Last Modified: 29 Nov 2022 20:55

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