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Tesi sul tema "Work-based learning"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Smith, Natalie L., Amanda E. Greene, and Charles Jones. "Work-Based Integrated Learning Workshop." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.

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2

Light, Barbara. "Growing work based learning in Europe." Thesis, Middlesex University, 2008. http://eprints.mdx.ac.uk/9117/.

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This doctoral project is a case study of how work based learning began to grow in Europe through the conceptualisation and development of a common European work based learning platform in a pan-European partnership. The partnership, known as DEWBLAM (Developing European Work Based Learning Approaches and Methods), was established in order to introduce higher education institutions to work based learning, enabling them to pilot their own programmes relevant to local needs and situations. The project was framed within European protocols, such as the Bologna Process that aims to modernise and tra

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3

Marcone, Valerio Massimo <1976&gt. "La formatività del work-based learning." Doctoral thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/12902.

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La Ricerca ha studiato le più significative “variabili formative” all’interno dei processi di apprendimento basato sul lavoro (work - based learning) in un’ ottica di qualità pedagogica, con un’attenzione particolare ai modelli duali di apprendistato e alternanza scuola-lavoro . L’idea della ricerca, è nata dalla consapevolezza che le esperienze formative dei giovani coinvolti nei processi “transizionali” scuola -lavoro, debbano essere “osservate” non solo nella prospettiva dell’occupabilità, ma anche considerando le caratteristiche peculiari dei processi cognitivi attivati, la parteci

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4

Houlbrook, Michael C. "The politics and practices of work-based learning." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.

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Thesis (PhD) -- University of Western Sydney, 2007.<br>A thesis submitted to the University of Western Sydney, College of Arts, School of Social Sciences, as a requirement for the degree of Doctor of Philosophy. Includes bibliography.

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5

Pemba, Senga Kali. "Competence and work-based learning : development and evaluation of a learning model." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393680.

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6

Hamilton, Ruth. "Work-based learning routes in social work education : an exploration of student experiences." Thesis, Open University, 2017. http://oro.open.ac.uk/50414/.

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This thesis is based upon a study involving 20 work-based learners undertaking social work degrees at two UK universities, one local face-to-face university and one national distance learning university. The aim of this thesis is to offer insights into the experience of work-based learners as they journey from unqualified to qualified practitioner. The thesis is underpinned by a structural symbolic interactionist approach to human behaviour, in particular the work of Stryker on identity theory, where the importance attached to identity and role in ‘identity change processes’ (2008:21) is centr

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7

Moore, Margaret Ann III. "Connecting School-Based Learning and Work-Based Learning: Perceptions of Students, Their Teachers, and Their Workplace Supervisors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30747.

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Vocational educators are reexamining methods of preparing students for the transition from school to the workplace as employers from business and industry are looking to schools for help in meeting their human resource needs. The School-to-Work Opportunities Act (1994) has stimulated a number of approaches to link school-based learning and work-based learning to help students transition to the workplace. Research has been conducted in school settings and work settings but little is known about how the two link together. Thus, little is known about the ways that situated learning contributes

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8

Margaryan, Anoush. "Work-based learning: a blend of pedagogy and technology." Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/55449.

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9

Doherty, Oran. "The impact of organisational culture on work-based learning." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32558/.

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Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic metho

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10

Cooner, Tarsem Singh. "Researching enquiry-based blended learning in social work education." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5316/.

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Enquiry-based blended learning (EBBL) research in social work education forms the basis of this submission. The core EBBL theme is defined, developed and analysed through four avenues of research, namely, scenario-planning, teaching and learning using EBBL, researching students’ experiences of EBBL and embedding EBBL practices in interdisciplinary higher education. One software publication is submitted illustrating how the author’s ability to work at the intersection of social work practice experience, learning design innovation and digital technology development has enabled him to present a u

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11

Keeling, Debbie Isobel. "Motivational perspectives in work based learning : a micro model." Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/5898.

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This thesis develops a micro-model of employee perspectives in the Work-Based Learning (WBL)- motivation process. WBL plays a vital part in promoting employer/employee adaptability in today's dynamic climate. Individual motivation is central to successful WBL, underpinning individual learning, upon which organisational learning is founded. There were three key stages in model construction. Stage one constructed an initial WBL-motivation model through exploration of employer and employee perspectives of WBL; utilising six focus groups with employees (n=34) and semi structured interviews with em

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12

Workman, Barbara. "Assessment and facilitation in accreditation : experiental learning in undergraduate work based learning programme." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/2086/.

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This action research project explored the process of accreditation of prior experiential learning (APEL) within the Work Based Learning Programme at Middlesex University. Four action research cycles were completed, in which data was generated from one cycle to inform the next. The first cycle evaluated the APEL module from the undergraduate student’s perspective, while the second gathered the tacit knowledge of assessment, facilitation and accreditation from the perspective of the academic advisers. Using the findings from these cycles, criteria to assess the credit volume in APEL were devised

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13

Murray, Neil. "Work-based learning, technology enhanced learning and reflection : the case of Open University students." Thesis, Open University, 2014. http://oro.open.ac.uk/55120/.

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The research reported in this thesis investigates the attitudes of Open University (OU) students towards work-based learning (WBL) and reflection in learning and practice. It also seeks to evaluate the potential of educational technologies to support work-based learning and reflection. The research was carried out using a mixed methods approach, which yielded data amenable to both quantitative and qualitative analysis. The methods used to collect data consisted of an electronic survey sent to 788 OU work-based learners and follow-up telephone interviews conducted with 10 learners selected from

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14

Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.

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15

Johnson, Esther R. "Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29684.

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Abstract (sommario):

There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research add

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16

Gray, Colin. "Designing online education for work based learners : refining bite sized learning." Thesis, Abertay University, 2015. https://rke.abertay.ac.uk/en/studentTheses/46bd0781-d161-4f30-ab6d-e5bc12e1a31c.

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Online learning is increasingly prevalent in education and one area which stands to benefit from this approach is work based learning. This area is characterised by time-poor students and a requirement for flexibility in time and location. Online learning could be considered a solution to these issues, providing greater flexibility than campus based offerings, but it is not a panacea. Online learning suffers from a range of issues, particularly in retention, generally seeing attrition rates between 10% and 20% higher than traditional education. This research investigates an emerging method for

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17

Huntington, James. "Student perspectives on foundation degrees : employment skills and work-based learning." Thesis, University of Greenwich, 2009. http://gala.gre.ac.uk/8143/.

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This thesis examines students' perspectives of Foundation Degrees, employment skills and work-based learning. It questions whether the primary remit of higher education should be the development of vocational skills for the workplace. It investigates: firstly, the perceived benefits to individuals undertaking a Foundation Degree in terms of developing appropriate employment related skills; secondly, whether the compulsory work based/related learning element, seen as the cornerstone of Foundation Degrees, provides students with the relevant skills for the workplace; thirdly, the assumption that

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18

Samra, P. K. "A systematic method to develop work-based training for SMEs." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/7f1e3a63-2dee-aa3a-8811-6e6c98f0b6d5/1.

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Training plays a key role in bridging employer skills needs and in raising the productivity of employees and individual firms. Many large organisations have long established in-house training programmes and the means for progressive personal development for employees. However, Smaller to Medium sized Enterprises (SMEs) have not mirrored the same. SMEs are less likely to provide off the job training to employees because of operational demands. There is a lack of structured approach to training within a SME. Despite the vast array of training programmes available to SMEs, very little has been do

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19

Garnett, Jonathan. "Work based learning partnerships and structural capital : the case of Middlesex University." Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/6541/.

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The aim of the project is to enhance the value of work based learning to Middlesex University through the development of a critical understanding of the relationship between the Middlesex approach to work based learning and the concept of structural capital. The project considers the Middlesex approach to work based learning and identifies the salient features of the approach. Key to the distinctive nature of the Middlesex approach is the recognition by the University of Work Based Learning as a field of study. The central theme of the project is how the existing demonstrable value of work bas

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20

Thomas, Panagiotis. "Strategic development of the Greek centre for work based learning partnerships (GCWBLP)." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13432/.

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Work based learning (WBL) is the term being used to describe a class of university programmes that bring together universities and work organisations to create new learning opportunities in workplaces. Middlesex University was a pioneer in the institutional development of work based learning through its National Centre of Work Based Learning Partnerships (NCWBLP) established in 1993. The Greek Centre (GCWBLP) was established in Athens and began operations in 1997 to promote WBL programmes at all levels in Greece. The programmes were very successfully introduced with a total of 110 registration

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21

Naish, Jenny Mary. "The work based learning of creative artists : the case of William Shakespeare." Thesis, Middlesex University, 2000. http://eprints.mdx.ac.uk/13372/.

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This thesis applies work based learning concepts to understanding Shakespeare's professional development and the relationship between his work roles and works. The purposes of this are to enhance understanding about Shakespeare, develop the argument for work based learning as a field of studies and investigate the relevance of the approach to historical and contemporary creative practitioners. To meet these objectives the following research question was formulated: as a creative artist, practising in an evolving occupational area in a period itself fraught with social change and questions abou

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22

Lemanski, Tomasz Marek. "Exploring models of work-based learning in the chemical and related industries." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7086.

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The term work-based learning is widely used throughout the literature, academia and industry to describe a multiplicity of approaches by which one can learn through work. This thesis focuses on the rationale for conducting work-based learning and blended learning. Qualitative data was gathered from questionnaires with students and interviews with students, industry champions, course developers and employers. The results show that effective work-based learning is not the simple implementation of one single model or single tool, but rather a negotiated approach to the students’ learning which ta

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23

Cook, Vivien. "Becoming a teacher in medical settings : an enquiry into work-based learning." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020553/.

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24

Oosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.

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Active school social workers are tasked with teaching social-emotional learning to students, including high need youth placed in alternative education settings. Multitiered systems of support provide a framework utilized by school systems to identify and address all student needs. However, a gap in research exists for evidenced-based social-emotional learning practices for students falling within Tier 3 of the multitiered systems of support framework, particularly those separated from the mainstream population and educated in alternative programs. This study explored how school social workers

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25

Yan, Mo-lan. "Knowledge building in project-based science learning." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598687.

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Blair, Margaret. "Accreditation of lifeplace learning : achieving academic qualifications utilising lifeplace learning, including work-based and work place learning, as a valid part of the Scottish Higher education curriculum." Thesis, Glasgow Caledonian University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547423.

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27

Mpofu-Currie, Lucy. "Variation in conceptions of university work based learning : an early years practitioner's perspective." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/31609/.

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Current trends in global economies and rankings by the Organization for Economic Cooperation and Development (OECD) have been bringing pressure to bear on Higher Education institutions to develop programmes to meet the global demands for a better qualified workforce. In the United Kingdom this has pointed at work based learning as one approach to up-skilling people that are already in work. This has raised concerns that academic rigour and standards could be compromised and scepticism about the workplace as a place for learning. Many universities are now designing and delivering work based lea

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McManus, Jacqueline Law Faculty of Law UNSW. "Capacity-development at work: the contribution of workplace-based learning to tax administration." Awarded by:University of New South Wales. School of Law, 2007. http://handle.unsw.edu.au/1959.4/29565.

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This study is concerned with workers, workplace learning and organisations. In the current climate of techno-logisation and globalisation, change is constant. Consequently, development of workers??? capacity to grow and adapt is essential for both the employability of the individual, and the economic survival of organisations. Capacity is considered essential because it encompasses more than current ability, it enables the growth of innovative approaches to work, which are required to adapt to change. Learning is central to capacity-development and so learning skills and related ???general ski

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29

Moyer, Joanne Marguerite. "Learning, faith, and sustainability in Kenya: considering the work of faith-based organizations." Springer Science and Business Media, 2012. http://hdl.handle.net/1993/11759.

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Sustainability, the work of building a world that is ecologically, socially and economically just, is essentially a learning process. To move more effectively toward this goal, a deeper understanding of learning is necessary. Non-governmental organizations (NGOs) have come to play a significant role within the sustainability project, and thus form the context for much learning toward sustainability. Faith-based organizations (FBOs) are a significant but understudied segment of the NGO family. This research investigates learning among individuals within FBOs doing environmental and development

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Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.

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A methodology and a framework for evaluating computer-based learning was produced by the TLTP Teaching with Independent Learning Technologies (TILT) Project's dedicated Evaluation Group, known as TILT-E, of which the author was a member. TILT-E's evaluation work was a result of over twenty evaluation case studies conducted by the group from 1993 to 1998, the majority of which were performed during 1994 and 1995. The TILT-E studies can be viewed as examples of good practice in the evaluation of a range of computer-based teaching situations. While TILT-E's method and measures provide a useful fr

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Edmond, Nadia. "The role of higher education in work-based learning for primary teaching assistants." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499073.

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Recent years have seen the emergence of a 'pedagogical role' for teaching assistants (TAs) in response to government policy initiatives in the areas of supporting inclusion, dealing with teacher stress and workloads and the implementation of National Literacy and Numeracy strategies. TAs have seen the range of activities associated with their role grow as a result but not uniformly and TA roles have been characterised as ranging from "dogsbody" to "mobile paraprofessional". In 2005 the status of Higher Level Teaching Assistant (HLTA) with an explicitly pedagogical role (Including whole class t

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32

Jameson, Albert Thomas. "From Dearden to Dearing : promoting autonomy through work based learning in higher education." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263840.

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33

Zhang, Bingxue. "Design and implementation of WoBaLearn - a work-based context-aware mobile learning system." Thesis, Ecully, Ecole centrale de Lyon, 2014. http://www.theses.fr/2014ECDL0032/document.

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Un intérêt accru a été élevé sur les systèmes d'apprentissage mobiles contextualisé. Ces systèmes visent à fournir les supports d'apprentissage via des appareils mobiles et de les adapter aux besoins spécifiques de l'éducation, les caractéristiques personnelles et les circonstances particulières d'un apprenant ou un groupe d'apprenants interconnectés. L'apprentissage en milieu de travail est une approche essentielle pour promouvoir l'efficacité de travail et d'apprentissage des professionnels. Il est besoin ciblé, personnalisé, juste-à-temps et basé sur la localisation. Ces caractéristiques pr

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34

Genesini, André Gomes. "Work based learning no ensino superior: um convite à reflexão sobre o currículo." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10058.

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Made available in DSpace on 2016-04-27T14:32:14Z (GMT). No. of bitstreams: 1 Andre Gomes Genesini.pdf: 1562547 bytes, checksum: 1f1618663db45d3d7534b0422d2333ed (MD5) Previous issue date: 2008-05-26<br>This is a time of great opportunities and great threats. Technology each time produces more wonders to the senses, things that make life better and more enjoyable. On the other hand, this is the first time in History that man is able to destroy the natural balance of the planet in an irreversible way. The arrival of information technology at the industry in the 1980s demanded a new profile of

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35

Cross, Vinette. "Professional education in transition : the implications for clinical competence assessment of physiotherapy undergraduates." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365387.

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Lennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click, and Suzanne Abercrombie. "A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.

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Although social workers are frequently part of interdisciplinary teams in health care and community settings, interdisciplinary training is often lacking in social work education (Berg-Weger & Schneider, 1998). This article describes a study of the effects of an interdisciplinary community-based experiential course preparing new health care professionals for work as part of interdisciplinary teams. The interdisciplinary curriculum was established for a summer course taught in 2006 by faculty from five disciplines: social work, nutrition, medicine, nursing, and public health. The course, Qualit

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37

King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.

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Finn, Frances Louise. "Work-based learning influences, outcomes and sustainability in postgraduate nurse education : a case study." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723489.

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Smith, Paul Jeremy. "Work-based learning programmes within English universities : a study of government policy and practice." Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484902.

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The first part of the thesis outlines and discusses governmental policy and strategy relating to work-based learning (WBL) programmes in Higher Education (HE) in England. It draws on key policy documents, the literature on WBL, and interviews with government policy advisors. The thesis then turns to a case-study based overview of the operation of such programmes at postgraduate level in three universities, and. academics, students and employer representatives experiences of, and attitudes towards, su~h programmes. A number of positive aspects were identified, including flexibility, student car

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Fisher, Madeline. "Work based learning : the impact of higher education/employer engagement in North East England." Thesis, Teesside University, 2012. http://hdl.handle.net/10149/315539.

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This research (January 2009 to January 2012) described the impact of Work Based Learning (WBL) programmes on three large organisations involved in HE/employer engagement partnerships to up-skill experienced employees in NE England. A case study approach gathered rich qualitative data from public and private organisations, and their university partner which provided long-term, whole-day university-based master-class WBL programmes for University-accredited qualifications with the support of Higher Education Funding Council for England’s Strategic Development Funding. The public organisation del

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Orr, Barbara Ann Loeffler. "Evaluation of international metal technology student work-based learning exchange within a community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008412.

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McCrary, Lauren. "EXPLORING INFLUENCES AND USING INTENTIONALITY TO DEVELOP WORK-BASED LEARNING OPPORTUNITIES: A FACULTY PERSPECTIVE." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/63.

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Understanding the practical implications related to experiential learning is complex. It is important to first view experiential learning as an umbrella term under which work-based learning (WBL) is housed. To further particularize, there are different avenues for students to pursue work-based learning opportunities (WBLOs), with internships and cooperative education being two. Although these are not new learning environments, understanding and clearly defining them (to both internal and external bodies) is increasingly necessary. In Kentucky, WBLOs are part of the political discourse on posts

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Sweeney, Alison. "Re-thinking work-based situated learning : a case study of the changing nature of situated learning in the workplace." Thesis, University of Ulster, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535151.

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Worrells, David S. "The nature and status of work-based learning within aviation management programs : a programmatic perspective /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147184761&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Jones, Kirsten. "Do university work-based learning short courses widen access to higher education and powerful knowledge?" Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/100742/.

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Abstract (sommario):

With Welsh Government and European Structural Fund (ESF) support, Welsh universities have been incentivised to engage regional employers in ‘upskilling’ working adults and encourage non-traditional routes into higher education. Participating universities have provided short accredited courses through work-based learning projects in subject areas identified as having skills deficits. Such instrumental curricula brought with them the need for tailored pedagogies and assessment strategies to support the achievement of higher education credits for these non-traditional university students. It is h

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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.

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47

Moore, Lesley Jean. "The power of experiential learning and mindful inquiry : making sense of work-based learning and changing paradigms in practice and education." Thesis, University of the West of England, Bristol, 2009. http://eprints.uwe.ac.uk/17421/.

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48

Houlbrook, Michael C. "The politics and practices of work-based learning : accounts of experiences in the community services sector." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.

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Abstract (sommario):

This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles

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49

Law, Siu-ming Derek. "The effects of academic achievement on junior students' cooperative learning with WebQuests in secondary school /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846520.

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50

Avby, Gunilla. "Evidence in Practice : On Knowledge Use and Learning in Social Work." Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117912.

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Abstract (sommario):

Against the backdrop of the transformations in the entire framing of professional work, social work has come under close scrutiny in many countries, including Sweden. Doubts have been raised about practitioners’ existing knowledge base, and the importance of practitioners engaging in learning and the renewal and extension of professional capacities has been emphasized. The present thesis concerns knowledge use and learning in the daily practices of child investigation work. The aim is to explore processes of knowledge use and learning in practice. The study is based on a mix of qualitative app

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