Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629141
Title: Developing a framework to support undergraduate students on placement
Author: Boulton, H.
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2009
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Abstract:
This research sets out to explore the role of work-based learning within nonvocational under-graduate programmes. It is based on a longitudinal study focussing on three degree programmes within the School of Education at Nottingham Trent University. The focus for this research is on a short period of WBL experience, that is, a maximum of forty five days in length, organised by the student and approved and supported by Nottingham Trent University. The claim that I am making is the development of a framework for work-based learning for non-vocational undergraduate students within the School of Education at Nottingham Trent University, and the development of a living educational theory of practice. This is an original contribution to knowledge through investigating and improving my practice. A distinctive feature of my thesis is my explanation of how my ontological values of justice, respect and caring, have transformed into the living critical standards of judgement by which I wish my work to be evaluated. The research began as part of my journey as work-based learning co-ordinator to improve the quality of students’ experience, and ensure the curriculum underpinning the placement was appropriate. Action research was the chosen methodology. The key issues of this research have been to examine the difficulties experienced by stakeholders, namely students, mentors and colleagues, and then to develop, through yearly cycles, a framework for WBL whereby students have a quality experience. This framework has been tested, is sufficiently flexible to be appropriate in a variety of contexts, and incorporates new understandings about ideas and practices. The research evolved over a period of three cycles of action research during which time evaluation of evidence led to incremental and measurable enhancements to the student learning experience. Following the initial three cycles and the developed framework which is articulated in this thesis, in the true ethos of action research further cycles have emerged. These later cycles utilise Web 2.0 technology to support students while on work-based learning and are reported within this thesis. I have now started to share the framework both internally and externally to Nottingham Trent University.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.629141  DOI: Not available
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