LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Costley, Carol; Abukari, Abdulai; Little, Brenda (2010)
Publisher: Middlesex University
Languages: English
Types: Book
Subjects:
This work is the foundation for a process which will be elaborated and expanded as our knowledge and understanding of work based learning (WBL) develops. The main aim and purpose of the review is to help practitioners, policy makers and researchers to focus more effectively on relevant questions, issues or sources of evidence to inform their own research or practice in WBL in higher education. This is so that they may be able to improve the quality of the learning opportunities and processes for people already undertaking work. It scopes existing literature with a view to dissemination and reflection. The main concern of this review is work based learning where the learning outcomes are recognised through higher education awards and academic credit. The focus is on pedagogic issues relating to the provision of work-based modules and programmes, and other courses aligned to higher\ud education awards.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Halliday, J, 2000, ‗Critical thinking and the academic vocational divide', The Curriculum Journal, 11, 2, 159-75.
    • Halliday, J, 2005, Case exemplars in informal learning, Glasgow: University of Strathclyde.
    • Halliday, J and Hager, P, 2002, ‗Context, judgment and learning', Educational Theory, 52, 4, 429-43.
    • Hardacre, K and Shneider, K, 2007, Work based learning interim project report overview of literature, London: PSE Consulting.
    • Harris, J, 2006, ‗Questions of knowledge and curriculum in the recognition of prior learning' in P Andersson and J Harris (eds) Re-theorising the recognition of prior learning, Leicester: National Institute of Adult Continuing Education.
    • Harris, J, 1999, ‗Ways of seeing the recognition of prior learning (RPL): what contribution can such practices make to social inclusion?', Studies in the Education of Adults, 20, 2, 124-39.
    • Harris, J, 2000, Recognition of prior learning: power, pedagogy and possibility, Pretoria: HSRC.
    • Harris, J, 2004, The hidden curriculum of the recognition of prior learning: a case study, PhD thesis, Open University.
    • Harris, J, 2006, ‗Annex A: Review of the academic literature on workplace learning', in J Brennan et al Towards a strategy for workplace learning: report to Higher Education Funding Council for England by Centre for Higher Education Research and Information and KPMG. Available from: www.hefce.ac.uk/pubs/rdreports/2006/rd09_06/report.htm [accessed 28 April, 2010].
    • Harrison, R, 2000, ‗Learner managed learning: managing to learn or learning to manage?' International Journal of Lifelong Education, 19, 4, 312-21.
    • Harvey, L, Locke, W and Morey, A, 2002, Enhancing employability, recognising diversity: making links between higher education and the world of work, London: Universities UK.
    • Harvey, M, 2007, ‗The changing power balance between learners, universities and work contexts' in J Garnett and D Young (eds) Work based learning futures, Bolton: University Vocational Awards Council.
    • Harvey, M and Norman, L, 2007, ‗Beyond competencies: what HE assessment could offer the workplace and the practitioner researcher', Journal of Post-Compulsory Research, 12, 3, 331-42.
    • Harvey, M and Slaughter, T, 2007, ‗Evaluation of an access route to higher education though a work-based assessment strategy', Assessment and Evaluation in Higher Education, 32, 1, 35-44.
    • Hase, S, 1998, ‗Work based learning for learning organisations' in J Stephenson and M Yorke (eds) Capability and quality in higher education, London: Kogan Page.
    • Connor, H, 2005, Workforce development and higher education, Council for Industry and Higher Education, summary document. Available at: www.cihe.co.uk/wp-content/themes/cihe/ document.php?file=0507WorkforceDevelopmentHE.pdf [accessed 28 April, 2010].
    • Henry, J, Mitchell, J and Young, S, 2001, Work based learning in the contemporary Australian VET sector: a re-appraisal, NSW: Avetra.
    • Hillage, J and Pollard, E, 1998, Employability: developing a framework for policy analysis, London: Department for Education and Employment.
    • Hislop, D, 2005, Knowledge management in organizations, Oxford: OUP.
    • HM Treasury and Department for Business Enterprise and Regulatory Reform, 2008, Enterprise: unlocking the UK's talent, Norwich: The Stationery Office.
    • Hodkinson, P, M, Bloomer, M, 2002, ‗Learning careers: conceptualising lifelong work-based learning', in K Evans, P Hodkinson, L Unwin (eds) Working to learn: transforming learning in the workplace, 29-43, London: Kogan Page.
    • Hodkinson, H, 2006, Divergent perspectives on learning at, for and through work, paper presented at the European Vocational Educational and Training and Culture Network's 2006 Conference, Copenhagen, Denmark, August 23-6, 2006. Research funded by the ESRC Teaching and Learning Research Programme.
    • Hodkinson, P, 2005, ‗Reconceptualising the relations between college-based and workplace learning', Journal of Workplace Learning, 17, 8, 521-32.
    • Hodkinson, P and Hodkinson, H, 2004, ‗The complexities of workplace learning: problems and dangers in trying to measure attainment', in H Rainbird, A Fuller and A Munro (eds) Workplace learning in context, London: Routledge/Falmer.
    • Hughes, J, Slack, K, Baker, C, 2006, Learning journeys research project, paper presented at the British Educational Research Association annual conference, University of Warwick, September 6-9, 2006.
    • Huisman, J and Naidoo, R, 2006, ‗The professional doctorate: from Anglo-Saxon to European challenges', Higher Education Management and Policy, OECD, 18, 2.
    • Hunt, L, 2003, ‗Getting started with work-based university learning: Crossing the border between university and work', in J Cross, Proceedings of the EDUCOM 2002 Conference, Perth: Edith Cowan University.
    • Hutton, J, 2000, Working with the concept of the organisation in the mind, London: Grubb Institute.
    • Hyland, T and Matlay, H, 1998, ‗Lifelong learning and the ―new deal‖ vocationalism: vocational training, qualifications and the small business sector', British Journal of Educational Studies, 46, 4, 399-414, Oxford: Blackwell Publishing on behalf of the Society for Educational Studies Stable.
    • Illeris, K, 2003, ‗Workplace learning and learning theory', Journal of Workplace Learning, 15, 167-78.
    • Inkpen, A and Tsang, E, 2005, ‗Social capital, networks and knowledge transfer', Academy of Management Review, 30, 1, 146-65.
    • Institute of Education, London Chamber of Commerce, Industry Commercial Education Trust, 2006, Putting knowledge to work: integrating work-based and subject-based knowledge in intermediate-level qualifications. Available at: www.wlecentre.ac.uk/cms/files/pktw-briefing_paper-phase_1.doc [accessed 28 April, 2010] Issler, S and Nixon, D, 2007, ‗Life history methodologies: an investigation into work based learning experiences of community education workers', Research in Post-Compulsory Education, 12, 3, 391-407.
    • Itin, C, M, 1999, ‗Reasserting the philosophy of experiential education as a vehicle for change in the 21st century', Journal of Experiential Education, 22, 2, 91-8.
    • J M Consulting, 1999, Review of the diploma in social work, Bristol: J M Consulting Ltd.
    • J M Consulting, 2003, The costs of alternative modes of delivery, Bristol: Higher Education Funding Council for England.
    • Jackson, N, 2002, ‗Principles to support the enhancement of teaching and student learning: Implications for educational developers', Educational Developments, 3, 1, 1-6.
    • Jarvis, P, 2001, Universities and corporate universities, London: Kogan Page.
    • Jarvis, P, 1999, The practitioner-researcher: developing theory from practice, San Francisco: Jossey-Bass.
    • Jefferies, P, Carsten-Stahl, B, McRobb, S, 2007, ‗Exploring the relationships between pedagogy, ethics and technology: building a framework for strategy development', Technology, Pedagogy and Education, 16, 1, 111-26.
    • Jessop, B, 2002, The future of the capitalist state, Oxford: Polity Press.
    • Johns, C, 2004, Becoming a reflective practitioner (2nd ed), Oxford: Blackwell Publishing.
    • Kemmis, S, 2006, What is professional practice?, in C Kanes (ed), Developing professional practice, New York: Springer. Available at: www.csu.edu.au/.../Kemmis%20Prof%20Practice%20Chapter%20060419_14.pdf [accessed November 6, 2007].
    • Kennedy, Aileen, 2005, ‗Models of continuing professional development: a framework for analysis', Journal of In-service Education, 31, 2, 235-50.
    • Kerins, J, 2007, Collaborative initiatives and work based learning opportunities: a case study, a report for the HEA. Available from www.ics.heacademy.ac.uk/italics/vol6iss1/kerins.pdf [accessed 28 April, 2010].
    • Paré, A and Le Maistre, C, 2006, ‗Active learning in the workplace: transforming individuals and institutions', Journal of Education and Work, 19, 4, 363-81.
    • Park, C, 2007, Redefining the doctorate, York: The Higher Education Academy.
    • Park, C, 2005, ‗New variant PhD: the changing nature of the doctorate in the UK', Journal of Higher Education Policy and Management, 27, 2, July.
    • Paulsson, A, M, K and Sundin, L, 2000, ‗Learning at work - a combination of experience-based learning and theoretical education', Behaviour and Information Technology, 19, 3, 181-8.
    • Paulsson, K, Ivergard, T and Hunt, B, 2005, ‗Learning at work: competence development or competence-stress', Applied Ergonomics, 36, 2, 135-44.
    • Reeve, F and Gallacher, J, 2005, ‗Employer-university ―partnerships‖: a key problem for work based learning programmes?', Journal of Education and Work, 18, 2, 219-33.
    • Reeve, F, Mayes, T and Gallacher, J, 1998, ‗Using new technology to support work based learning', Open Learning, 13, 3, 18-26.
    • Reeve, F and Gallacher, J, 2000, ‗Implementing work based learning in higher education: exploring control and negotiation in the curriculum', aper presented at Working knowledge conference, Sydney, Australia, December 10-13, 2000, working paper 45.
    • Reissner, S, C, 2002, Learning by storytelling? Narratives in the study of work based learning, Journal of Adult and Continuing Education, 10, 2, 99-113.
    • Rhodes, C, Garrrick, J, 2003, Project-based learning and the limits of corporate knowledge, London: SAGE.
    • Rhodes, G and Shiel, G, 2007, ‗Meeting the needs of the workplace and the learner through work based learning', Journal of Workplace Learning; 19, 3, 173-87.
    • Rhodes, J, Lok, P, Hung, R, Y and Fang, S, 2008, ‗An integrative model of organisational learning and social capital on effective knowledge transfer and perceived organisational performance', Journal of Workplace Learning, 20, 4, 245-58.
    • Ryle, G, 1949/1984, The concept of mind, Chicago: University of Chicago Press.
    • Sandholtz, J, H, 2002, ‗Inservice training or professional development: contrasting opportunities in a school/university partnership', Teaching and Teacher Education, 18, 7, 815-30.
    • Sastry, T, 2004, Postgraduate education in the United Kingdom, Higher Education Policy Institute. Available at: www.bl.uk/aboutus/acrossuk/highered/helibs/postgraduate_education.pdf [accessed 28 April, 2010].
    • Sastry, T and Bekhradnia, B, 2007, Higher education, skills and employer engagement, London: Higher Education Policy Unit. Available at: www.hepi.ac.uk/466-1294/Higher-Education,-skillsand-employer-engagement.html [accessed 28, April 2010].
    • Savin-Baden, M, 1998, ‗Understanding problem-based learning contexts from staff and students' perspectives', Higher Education Close Up conference; University of Central Lancashire.
    • Available at: www.leeds.ac.uk/educol/documents/000000697.htm [accessed 28 April, 2010].
    • Swallow, V, Chambers, H and Miller, J, 2004, Partnership in work based learning, Newcastle: Northumbria University Press.
    • Young, D and Garnett, J (eds), 2007, ‗Work based learning futures', conference proceedings from Work based learning futures, Buxton, April 2007, University of Derby/Middlesex University.
    • Available at: www.uvac.ac.uk/downloads/0401_publications/ Work-based%20Learning%20Futures%20FINAL.pdf [accessed 29 April, 2010].
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article