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Journal articles on the topic 'Work-based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.

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Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways t

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2

Walsh, Kieran. "Work based learning." BMJ 330, no. 7482 (2005): 91. http://dx.doi.org/10.1136/bmj.330.7482.91.

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3

Garnett, Jonathan. "Work-based learning." Higher Education, Skills and Work-Based Learning 6, no. 3 (2016): 305–14. http://dx.doi.org/10.1108/heswbl-04-2016-0023.

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Purpose – The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context. Design/methodology/approach – This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL. Findings – The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and

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4

Blass, Eddie. "Professional Learning and Work-Based Learning." International Journal of Learning: Annual Review 12, no. 9 (2007): 59–66. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45477.

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5

Charlton, Rodger. "Work-based learning (WBL)." Medical Education 35, no. 7 (2001): 709. http://dx.doi.org/10.1046/j.1365-2923.2001.01005.x.

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6

Schreurs, Bieke, and Maarten De Laat. "Work-Based Networked Learning." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 284–93. http://dx.doi.org/10.54337/nlc.v8.9099.

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Networked learning is an important driver for informal professional development and workplace learning based on social relationships. However powerful networked learning may be, there is a problem when it comes to making it a real asset within organizations. This may seem as a paradox, but networked learning activities are mostly invisible to others, sometimes the learners themselves might not even be aware of the learning that occurs. As a consequence networked learning in organizations goes undetected, remains off the radar of HR departments and is therefore hard to asses, manage and value (

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7

van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.

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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and l

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8

Naw, Naw. "Work-based learning: A learning strategy in support of the Myanmar education framework." Universal Academic Research Journal 4, no. 1 (2022): 22–31. http://dx.doi.org/10.17220/tuara.2022.01.03.

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9

Rosser, Elizabeth. "Work-based learning using action learning sets." British Journal of Nursing 25, no. 19 (2016): 1075. http://dx.doi.org/10.12968/bjon.2016.25.19.1075.

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10

Miao, Yongwu, and Heinz Ulrich Hoppe. "Applying learning design to work‐based learning." Learning, Media and Technology 36, no. 2 (2011): 189–205. http://dx.doi.org/10.1080/17439884.2011.553624.

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11

Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Олеся Викторовна Скудалова, Светлана Васильевна Чегринцова, and Ирина Евгеньевна Мамитова. "DEVELOPING A METHODOLOGICAL FRAMEWORK FOR WORK- BASED LEARNING IN HIGHER EDUCATION." Вестник Тверского государственного университета. Серия: Экономика и управление, no. 4(56) (December 27, 2021): 113–23. http://dx.doi.org/10.26456/2219-1453/2021.4.113-123.

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Цель статьи - изложить авторское видение формата методологической базы внедрения инновационных технологий в системе высшего образования. Научная новизна исследования заключается в разработке концепции методологической рамки внедрения work-based learning (WBL) в российской системе высшего образования, в которую входят: базовые компоненты WBL; система принципов, предотвращающих вероятность появления определенных несоответствий в образовательной среде; выгоды стейкхолдеров от реализации разработанных предложений; оценка ожидаемых результатов при последовательной реализации WBL-технологий. Результ

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12

Pimmer, Christoph, Norbert Pachler, and Graham Attwell. "Towards Work-Based Mobile Learning." International Journal of Mobile and Blended Learning 2, no. 4 (2010): 1–18. http://dx.doi.org/10.4018/jmbl.2010100101.

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Mobile devices are increasingly being used to support learning in work contexts. In exploring the emerging field of work-based mobile learning (WBML), researchers need to give consideration to the theoretical and empirical findings from mobile and work-based learning. In this paper, the authors provide an overview of key issues and dominant debates in these fields with the aim of providing a systematic introduction for mobile learning researchers interested in exploring the use of mobile devices for learning in work-based contexts. This paper’s focus is aimed at scoping possible commonalities

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13

Attwell, Graham. "Work-Based Mobile Learning Environments." International Journal of Mobile and Blended Learning 2, no. 4 (2010): 19–28. http://dx.doi.org/10.4018/jmbl.2010100102.

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This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different

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14

Gorard, Stephen. "Patterns of work-based learning." Journal of Vocational Education & Training 55, no. 1 (2003): 47–64. http://dx.doi.org/10.1080/13636820300200218.

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15

Eadie, A. S., E. A. Knight, and I. J. Kemp. "Work-Based Learning in Instrumentation." Measurement and Control 31, no. 5 (1998): 137–40. http://dx.doi.org/10.1177/002029409803100503.

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16

Raelin, Joseph A. "Work‐based learning in practice." Journal of Workplace Learning 10, no. 6/7 (1998): 280–83. http://dx.doi.org/10.1108/13665629810236183.

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17

Kinman, Russell, and Gail Kinman. "Work-Based Learning on Trial." Industry and Higher Education 11, no. 5 (1997): 314–21. http://dx.doi.org/10.1177/095042229701100507.

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The need for more flexible patterns of teaching and learning is well recognized both by industry and academic institutions. Leaner, more responsive ‘learning’ organizations require continuing, and more focused education and training for their employees. The development of suitable delivery methods has led to new challenges for higher education, itself involved in significant and continuing change. Integration of the daily experience of employees into the curriculum through work-based learning is one mechanism that might help meet the requirements of both industry and higher education. This pap

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18

Hanney, Roy. "Competence or capability: Work-Based Learning and Problem-Based Learning." Journal of Media Practice 6, no. 2 (2005): 105–12. http://dx.doi.org/10.1386/jmpr.6.2.73/3.

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19

Беденко, Надежда Николаевна, Давид Ильич Мамагулашвили, Светлана Васильевна Чегринцова, Анна Владимировна Бородина, and Ирина Евгеньевна Мамитова. "COMPARING DUAL EDUCATION AND WORK-BASED LEARNING IN THE RUSSIAN CONTEXT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(57) (December 24, 2021): 130–40. http://dx.doi.org/10.26456/vtpsyped/2021.4.130.

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Осуществлен сравнительный анализ дуального образования и обучения, совмещенного с работой, в российской практике при рассмотрении базовых характеристик видов и форм обучения, их сравнении с традиционными формами. Постоянно возрастающие требования современного рынка труда к квалифицированным специалистам формируют предпосылки для активного перехода от традиционных форм обучения к инновационным. Это влечет за собой существенные изменения в системе образования, в том числе в высшей школе. Посредством анализа и обобщения инновационных форм обучения, их сравнения между собой выявлены преимущества п

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20

Swallow, Veronica, Hazel Chalmers, and John Miller. "Learning on the job accredited work based learning." Emergency Nurse 8, no. 6 (2000): 35–39. http://dx.doi.org/10.7748/en2000.10.8.6.35.c1337.

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21

Burke, Linda, Diane J. Marks‐Maran, Ann Ooms, Marion Webb, and Denise Cooper. "Towards a pedagogy of work‐based learning: perceptions of work‐based learning in foundation degrees." Journal of Vocational Education & Training 61, no. 1 (2009): 15–33. http://dx.doi.org/10.1080/13636820902819917.

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22

Sines, David. "Work Based Learning in Primary Care:Work Based Learning in Primary Care:." Nursing Standard 18, no. 18 (2004): 28. http://dx.doi.org/10.7748/ns2004.01.18.18.28.b39.

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23

Gallagher, Ann, and Holland Lesley. "Work-based learning: challenges and opportunities." Nursing Standard 19, no. 16 (2004): 39–42. http://dx.doi.org/10.7748/ns.19.16.39.s51.

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24

Gallagher, Ann, and Lesley Holland. "Work-based learning: challenges and opportunities." Nursing Standard 19, no. 14 (2004): 39–42. http://dx.doi.org/10.7748/ns2004.12.19.14.39.c3777.

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25

Hunt, Neville R., and Shamim Z. Warwick. "Work-Based Learning: Injection or Infection?" Communications - Scientific letters of the University of Zilina 1, no. 1 (1999): 78–84. http://dx.doi.org/10.26552/com.c.1999.1.78-84.

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26

Hafid, D., and A. Gafar. "Work based learning in motorcycle classroom." IOP Conference Series: Materials Science and Engineering 434 (December 3, 2018): 012180. http://dx.doi.org/10.1088/1757-899x/434/1/012180.

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27

Jackson, Stephen. "Work‐based learning for academic credit." Journal of Geography in Higher Education 19, no. 2 (1995): 217–22. http://dx.doi.org/10.1080/03098269508709308.

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28

Wright, Jayne, and Jan Draper. "Work-based learning expert gerontological practice." Nursing Older People 14, no. 4 (2002): 34–35. http://dx.doi.org/10.7748/nop.14.4.34.s13.

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29

Neville, Lilian, Denise Owens, June Rutherford, and Lyn Rosen. "Work-based learning: a different approach." British Journal of Healthcare Assistants 2, no. 1 (2008): 34–36. http://dx.doi.org/10.12968/bjha.2008.2.1.28015.

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30

Raelin, Joseph A. "A Model of Work-Based Learning." Organization Science 8, no. 6 (1997): 563–78. http://dx.doi.org/10.1287/orsc.8.6.563.

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31

Hyland, Terry. "Professionalism, ethics and work‐based learning." British Journal of Educational Studies 44, no. 2 (1996): 168–80. http://dx.doi.org/10.1080/00071005.1996.9974066.

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32

BIRCHENALL, P. "Developing a work-based learning philosophy." Nurse Education Today 19, no. 3 (1999): 173–74. http://dx.doi.org/10.1016/s0260-6917(99)70002-x.

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33

Hafid, D., A. Djohar, A. G. Abdullah, and M. Komaro. "Work based learning in vocational education." Journal of Physics: Conference Series 1402 (December 2019): 044066. http://dx.doi.org/10.1088/1742-6596/1402/4/044066.

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34

Boyd, Evelyn, Hazel Knox, and John Struthers. "Work-Based Learning, Theory and Practice." Industry and Higher Education 17, no. 3 (2003): 163–78. http://dx.doi.org/10.5367/000000003101296828.

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This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide gu

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35

Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

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Purpose 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. Design/methodology/approach 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. Findings 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. R

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36

Wiggins, Jo. "The Conditions of Work Based Learning." Mentoring & Tutoring: Partnership in Learning 2, no. 1 (1994): 25–26. http://dx.doi.org/10.1080/0968465940020105.

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37

Ruf, Michael. "Work-Based-Learning als didaktisches Instrument." Die neue Hochschule, no. 2021-5 (October 19, 2021): 8–11. https://doi.org/10.5281/zenodo.5530365.

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In berufsbegleitenden Bachelorprogrammen sehen sich Hochschulen mit spezifischen Bedürfnissen der Studierenden konfrontiert. Daraus erwachsen Anforderungen an die didaktische Ausgestaltung dieser Studienprogramme im Hinblick auf die Verknüpfung der beiden Sphären &bdquo;Arbeiten“ und &bdquo;Lernen“.

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38

Loots, Catriona, Michael Osborne, and Liz Seagraves. "Learning at Work: Work-Based Access to Higher Education." Journal of Continuing Higher Education 46, no. 1 (1998): 16–30. http://dx.doi.org/10.1080/07377366.1998.10400334.

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39

Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.

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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long lear

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40

Gray, David. "Work-based Learning, Action Learning and the Virtual Paradigm." Journal of Further and Higher Education 25, no. 3 (2001): 315–24. http://dx.doi.org/10.1080/03098770120077676.

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41

Lafton, Tove, and Anne Furu. "Constructing learning spaces – knowledge development in work-based learning." Higher Education, Skills and Work-Based Learning 9, no. 4 (2019): 677–87. http://dx.doi.org/10.1108/heswbl-07-2017-0039.

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Purpose The purpose of this paper is to discuss how kindergarten, as a learning arena equal to a university college, creates learning spaces that engage or intervene in the professional learning of student teachers in early childhood education. Design/methodology/approach This paper is based on narratives from students in work-based education. Findings The paper addresses the complexity of education by outlining how the concept of learning is applied in earlier research on work-based learning (WBL). Research limitations/implications This earlier understanding is complemented this with two theo

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42

Dalrymple, Roger, Chris Kemp, and Patrick Smith. "Characterising work-based learning as a triadic learning endeavour." Journal of Further and Higher Education 38, no. 1 (2012): 75–89. http://dx.doi.org/10.1080/0309877x.2012.699516.

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43

Aryani, Neng Desi. "The Implementation of Work-based Learning Model in Education and Training Institution." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 753–60. http://dx.doi.org/10.5373/jardcs/v12sp7/20202166.

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44

Мичкова, Ольга Андреевна. "«WORK BASED LEARNING» IN THE SYSTEM OF HIGHER EDUCAION; A REVIEW OF THE CONCEPTUALLYTHEORETICAL BASE." Вестник Тверского государственного университета. Серия: Экономика и управление, no. 2(58) (June 25, 2022): 82–90. http://dx.doi.org/10.26456/2219-1453/2022.2.082-090.

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Целью исследования является выявление сходств и отличий в подходах к формированию и реализации маркетинговых стратегий российскими и зарубежными учебными заведениями высшего образования. Новизна работы состоит в теоретическом обосновании маркетинговых стратегий в системе высшего образования; уточнении компонентов комплекса маркетинга образовательных услуг и их показателей; проведении сравнительного анализа российской и зарубежной практики маркетинга услуг учреждений высшего образования. The purpose of the research is to reveal similarities and differences in the approach to the formation and r

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45

Wareing, Mark. "Understanding practice-based and work-based learning (chapter 1)." British Journal of Healthcare Assistants 10, no. 7 (2016): 336–42. http://dx.doi.org/10.12968/bjha.2016.10.7.336.

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46

Wareing, Mark. "Practice-based and work-based learning: 10 key themes." British Journal of Healthcare Assistants 11, no. 2 (2017): 94–99. http://dx.doi.org/10.12968/bjha.2017.11.2.94.

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47

Smith, Robin, and Mick Betts. "Learning as partners: realising the potential of work-based learning." Journal of Vocational Education and Training 52, no. 4 (2000): 589–604. http://dx.doi.org/10.1080/13636820000200147.

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48

Gregory, Michael. "Accrediting Work‐based Learning: Action Learning – A Model for Empowerment." Journal of Management Development 13, no. 4 (1994): 41–52. http://dx.doi.org/10.1108/02621719410057069.

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49

Adams, Debra. "Learning from experience – making the most of work‐based learning." International Journal of Contemporary Hospitality Management 13, no. 5 (2001): 235–40. http://dx.doi.org/10.1108/09596110110395929.

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50

Harding, Rosemary. "Work-based learning in pre-registration programmes." Paediatric Nursing 14, no. 10 (2002): 35–37. http://dx.doi.org/10.7748/paed.14.10.35.s22.

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