Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561267
Title: An exploration of how differing perspectives of work based learning within higher education influence the pedagogies adopted
Author: Nottingham, Paula McIver
Awarding Body: Birkbeck (University of London)
Current Institution: Birkbeck (University of London)
Date of Award: 2012
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Abstract:
The thesis explores how the differing perspectives of Work-Based Learning (WBL) within Higher Education (HE) influence existing pedagogies. WBL has become more prominent in HE policy although it is still an emerging practice (Walsh, 2006). Policy developments such as the Leitch Review of Skills Prosperity for All in The Global Economy - World Class Skills Final Report (2006) call for more ofthe working population in England to gain HE qualifications while the Higher Education Academy has called for more research that unpacks the WBL landscape (Nixon et aI., 2006). The conceptual framework for my research is based on exploring a number of constructed categories that characterise the range of WBL(HE) practice in England: discipline-centred practice (focusing on health, education, and engineering), learnercentred perspective (recognising transdisciplinarity), and employer-centred (workforce development). I have used a constructivist approach with qualitative methodology (Bryman, 2008; Mason, 2002) to research learning professionals who have been identified as expert WBL(HE) practitioners. As practitioners have an important role in formulating the foundations of learning and teaching practice, it follows that their perceptions are crucial to developing an in-depth understanding of pedagogy. To reflect a cross section of practice, the research included twenty staff members situated at fourteen different institutions from seven regions in England. The data was collected using interviews, documents and observations with mainly academic staff directly involved in delivery. The research indicates that individuals have developed their pedagogies using a range of influences and dynamic processes. While there are similarities of purpose and function amongst the pedagogies in use, there are also marked differences of approach. The findings suggest that there are at least three sub-discourses within WBL(HE) practice that influence pedagogy. The research clarifies confusions that are evident in existing literature and contributes to the growing body of knowledge about WBL(HE) practice. 3
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.561267  DOI: Not available
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