Three’s a Crowd? Navigating the Complexities of Work-Based Learning Among Learners, Employers, and Educators: A Collaborative Approach in Higher Education

Salter, Abigail and Bloomfield, Sarah (2024). Three’s a Crowd? Navigating the Complexities of Work-Based Learning Among Learners, Employers, and Educators: A Collaborative Approach in Higher Education. In: ISSOTL (International Society for the Scholarship of Teaching and Learning) 24, 28-31 Oct 2024, Indiana, USA.

Abstract

n higher education, traditional learning has often been confined to classroom settings, creating a disconnect between theory and practice. This separation can render education impractical, irrelevant, and unengaging (Raelin, 2008), leaving students unprepared for the realities of the workforce. The landscape of higher education has shifted significantly in recent years, with an increasing number of non-traditional students (Helyer et al., 2021), necessitating innovative pedagogical approaches.

'Work-Based Learning' (WBL) emerges as a powerful integrated learning experience where knowledge gained in academic settings is applied in real-time workplace contexts. In a WBL degree study, not only is the academic knowledge utilised in professional environments, but these environments also inform and enrich the academic experience. This pedagogical approach enhances understanding and facilitates the transformation of knowledge into practical skills, preparing students for their future careers.

This session will present findings derived from our practice and scholarship in work-based learning, focusing on insights gained from a scholarship project that evaluated the effectiveness of WBL from the perspectives of learners, employers, and educators. Central to this exploration is the dynamic tripartite relationship amongst these stakeholders. The scholarship project employed an interactive world café method, engaging participants from apprenticeship programs in Policing, Nursing, Social Work, and Management.

Our teaching practices within these apprenticeship programmes leverage collaborative learning approaches and innovative strategies to enhance the overall learning experience. Given the contextual nature of WBL, it is essential to conduct scholarly research that reflects the researcher’s own practice (Costly, Elliott & Gibbs, 2010). Through this presentation, we will share valuable lessons learned and implications for improving work-based learning initiatives.