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Tensions and struggles concerning Work Based Learning in Higher Education

This paper explores the tensions and struggles surrounding Work-Based Learning (WBL) in higher education, emphasizing the National Council for Work-Based Learning Pathways (NCWBLP) perspective. It discusses societal motivations for WBL, concerns regarding knowledge recognition, and the importance of knowledge creation across disciplines. The research also examines case studies from the UK, France, Canada, and Cyprus, highlighting ethical challenges, accreditation of prior experiential learning, and the role of the workplace as a research site. The impact of vocationalism on WBL practices is critically analyzed.

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Tensions and struggles concerning Work Based Learning in Higher Education

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  1. Tensions and struggles concerning Work Based Learning in Higher Education Carol Costley NCWBLP

  2. Background to WBL as a field of study • The wider societal reasons for WBL • What are the concerns NCWBLP

  3. Recognition of Knowledge • Knowledge creation, generation and use • Transdisciplinarity NCWBLP

  4. The Case of APEL in the UK • Accreditation of Prior and Experiential Learning • Long established and formulated • Individual use/ advanced standing • A marginal activity/ contested silently NCWBLP

  5. The Cases of France and Canada • Paid and unpaid work • The traditional canons • The disciplines NCWBLP

  6. The case of WBL in Cyprus • The viewpoint • Length of study • Work Based projects – the level • Including tacit knowledge NCWBLP

  7. Insider researcher • The workplace as a site of research • Ethical issues NCWBLP

  8. Trandisciplinarity • Generic criteria • Substantive/ process knowledge NCWBLP

  9. Vocationalism and its impact on WBL • Academic/ professional fusion- and unhelpful concept • Research driven NCWBLP

  10. NCWBLP

  11. NCWBLP

  12. NCWBLP

  13. NCWBLP

  14. NCWBLP

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