Work-based Learners Research Articles

Shared decision making: audiology student perspectives.

Shared decision making is a concept in healthcare that actively involves patients in the management of their condition. The process of shared decision making is taught in clinical training programmes, including Audiology, where there are several options for the management of hearing loss. This study sought to explore the perception of Healthcare Science (Audiology) student views on shared decision making. Twelve students across all years of the BSc Healthcare Science degree took part in three semi-structured focus groups. Four students were work-based learners, and eight students were enrolled on the standard pathway. Data were analysed using Thematic Analysis. Students' definition and understanding of shared decision making was influenced by three key factors that were based on using a range of resources, implementation of a decision aid, and recognising Ida Institute as a pinnacle of shared decision making. Students also identified their roles as the future of healthcare workforce and the importance of disseminating best practice. Shared decision making is valued by students in their roles as healthcare trainees. This study data will enhance teaching practices for healthcare science students in audiology training. Future research involving patient views in clinical training is vital.

Building a risky-safe-space: Using reflective pedagogies and values to support writing development in work based learning

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

‘Becoming’ and ‘Being’ a student: understanding the educational journey of social work students on work-based learning degrees in universities

ABSTRACT Based on a PhD study, this article explores the experiences of students living in Cumbria and North East England who were undertaking one of two work-based learning social work degrees, one at a local face-to-face university the other at a national distance learning university. Whilst there is a long history of universities in England providing work-based learning routes in social work education, 2010 witnessed a revitalisation with the introduction of graduate schemes followed by apprenticeships in 2018, all situated within local authorities. The article focuses in particular on the significance of identity for work-based learners during their educational journey of ‘becoming’ and ‘being’ a student. By drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their educational journeys into and through higher education. This includes learning for social work education providers about understanding the particular experiences of work-based learners and how to deliver social work education effectively for this group of students. The findings are relevant beyond England particularly as universities move to a more socially distanced mode of delivery as a result of the Covid-19 pandemic.

Learning from digital adaptations to the pandemic: enhancing work-based higher education

PurposeThis paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value.Design/methodology/approachA literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes.FindingsThe pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning.Practical implicationsMore attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning.Originality/valueThere has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.

Exploring different perspectives of flipped learning in a work-based context

This paper reflects on the accessibility of flipped learning from the perspective of two people: one with dyslexia and the other who identifies as being on the autistic spectrum. The paper draws on the continuing evaluation of a course on which all students are part-time work-based learners. The course is designed to showcase how participants might develop their own practice through interaction and practical application. All students are either teaching or supporting learning at a university. The evaluation looks at both teacher and student perspectives on two different flipped learning environments: online and face-to-face. The online environment offers a design model that allows for individual learning and has been appreciated by all participants; however, the face-to-face environment, focusing on peer-to-peer learning, has raised issues. The paper offers two different perspectives on peer-to-peer group work within a work-based environment and concludes with recommendations for those involved in the design and delivery of inclusive work-based learning.

Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study

ABSTRACT Since 2004, Aston University has been delivering work-based learning (WBL) engineering degrees to key UK Energy sector employers, such as National Grid. National measures for widening participation in HE, such as the Degree Apprenticeship Levy, have led to significant changes in learning background diversity of WBL cohorts, consequently increasing student requirement for additional learning-support in HE Institutions (HEIs). To address these challenges, an intervention strategy was formulated in collaboration with Aston University's Learning Development Centre. Our methodology gradually embedded a provision of tailored learning-support sessions/workshops in mathematics and effective communication skills within WBL curricula. Integrating this support has led to marked increases in student engagement,grade-attainment, and stakeholder satisfaction. This case study is pertinent to HE's current STEM sector focus on developing WBL programmes, where the flexible methodologies established here can serve as practical models for other HEIs in the delivery of ‘in-employment’ education, in response to the fast-changing workplace.

Capturing the struggle: adult learners and academic writing

ABSTRACT In this article we discuss the findings from a qualitative research project that explored the struggles of twelve work-based learners whilst they studied on a Foundation Degree in an English University. It examines the concept of struggle within the current context of Higher Education and discusses the need to acknowledge learners’ emotional domain as a normalised and essential aspect of academic study at university. Concepts of self-belief, self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree. The learners’ experiences in undertaking written assignments were analysed to explore implications for practice within universities to meet the complex learning needs of non-traditional, adult learners. The data leads the authors to recommend that universities adopt a pedagogy of transparency for learners within the context of widening participation agendas. Learners’ emotions, we advocate, should be welcomed and nurtured as they frequently precede the business and purpose of a Foundation Degree; that of learning and personal growth.

Can co-creation in extended reality technologies facilitate the design process?

PurposeThe purpose of this paper is to explore the benefits of co-creation/co-design using extended reality (XR) technologies during the initial stages of the design process. A review of the emerging co-creation tools within XR will be examined along with whether they offer the potential to improve the design process; this will also highlight the gaps on where further research is required.Design/methodology/approachThe paper draws on professional and academic experiences of the authors in creative practices within the realm of XR technology, co-creation and co-design. In addition, a review of the current literature on emerging technologies and work-based learning will offer further insight on the themes covered.FindingsTo design, collaborate, iterate and amend with colleagues and peers in a virtual space gives a wide range of obvious benefits. Creative practitioners both in education and employment are working more collaboratively with the advancement of technology. However, there is a need to find a space where collaboration can also offer the opportunity for co-creation that improves the initial stages of the design process. This technology also offers solutions on the constraints of distance and ameliorates creative expression.Research limitations/implicationsThere is an opportunity to test the ideas expressed in this paper empirically; this can be done through testing co-creation tools with professionals, work-based learners and students.Originality/valueThe paper will add to the existing literature on emerging technologies as a unique environment to improve co-create/co-design the visuals created during the fuzzy front end of the design process and offer a potential framework for future empirical work.

Barriers to constructing experiential learning claims through reflective narratives

Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

Leading by limitation? Language and communication within the workplace

Purpose Language and how it is communicated within organisations is a complex situation. The purpose of this paper is to provide a perspective on the practice of issuing style guides and restrictive word lists as highlighted in the recent media through the case of Leader of the House of Commons, Mr Rees-Mogg. Design/methodology/approach A key focus is the question whether the approach of limiting language and guiding communication through such a directive is effective in developing understanding amongst work-based learners and facilitating both consistency and quality of communications. The paper looks to draw upon both educational and psychological perspectives to underpin the discussion of how such an approach has been implemented and the resulting impact upon those working with such rules of guidance. Findings Conclusions drawn highlight that professionals learning at work may fail to understand the rationale for why guidelines have been issued to them. Subsequently, the work-based learner may feel othered by the process thus effecting motivation and well-being. Originality/value The paper offers a perspective on an approach utilised by a leader within the UK Government, exploring it through the lens of education and English Language development to discuss the potential impact upon employees within the workplace.

The impact of workplace spirituality on work-based learners

Purpose The purpose of this paper is to contribute to the emerging spirituality debate with the aim of generating and sustaining tolerance for spirituality in the workplace, with a specific focus upon the impact this can have upon work-based learners. “Spirituality” is gaining impetus worldwide as a growing number of organisations are proactively accommodating their multi-ethnic and multi-faith workforce by adapting their policies to meet employees’ spiritual needs. As yet in the UK, the majority of organisations fail to recognise neither the basic spiritual well-being of their employees nor the impact this can have upon work-based learning processes. Design/methodology/approach This study adopts a quantitative approach with questionnaires distributed to a multi-national retail UK-based organisation with an ethnically diverse national workforce. The study was tested by collecting data from managers and employees of this large, multi-million pound retail chain organisation in the UK, consisting of 55 stores and 1,249 employees, in order to gather employees’ perceptions on spirituality within their place of work regarding policies, communication and perceived source of conflict. Findings The results revealed that the majority of employees deemed spirituality was not something they felt comfortable discussing or appropriate to practice within the workplace and there were no clear policies and procedures in place to support either management or employees. Research limitations/implications This paper highlights areas for further research in the broad professional areas of spirituality in relation to organisational approaches to work-based learning. The research is from one organisation and utilising one method – qualitative research would add depth to the knowledge. Practical implications This paper highlights areas for further research in the broad professional areas of spirituality in relation to organisational approaches to work-based learning. Originality/value Employee spiritual well-being is under-researched and overlooked by organisations. Changing the current spiritual intransigence is long overdue as employees’ spiritual fulfilment leads to high-trust relationships in the workplace and can further support those engaged in work-based learning.

Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others

Abstract This paper reports on a small-scale practitioner enquiry undertaken with 17 work-based learners studying on a two-year Early Years Foundation Degree programme in a higher education institution in England. The first aim of the enquiry was to identify the perspectives of a cohort of work-based Early Years Foundation Degree students on teaching strategies they experienced at a higher education institution in the English midlands. The second aim was to identify how the findings could be applied to curricular and andragogic enhancements for future students. Beliefs and attitudes questionnaires were administered to the students half way through their programme. Findings indicate that students valued strategies that included the direct input of the lecturers they regarded as ‘more knowledgeable others’ (Vygotsky, 1978), yet they rated peer support as less effective for their learning. Findings indicate that early years students’ applications of learned theory to work-based practice may need to go beyond a singular notion of ‘communities of practice’ (Lave & Wenger, 1991). Although these students are positioned and position themselves as more knowledgeable others in their own workplace communities, they regard themselves as lacking knowledge in their higher education community. As members of these various communities, they straddle heutagogic and andragogic approaches in their respective communities of practice. In recognition of this, the paper argues that not only should higher education lecturers working with work-based students adopt andragogic strategies but they should also promote heutagogic approaches that increase student autonomy. They should also communicate explicitly to their students the value of such strategies for learning in the field, both in theory and practice.

Work-based learning in social work education: the challenges and opportunities for the identities of work-based learners on university-based programs

ABSTRACTThis article explores the experiences of work-based learners undertaking social work degrees in the UK. The article is based on research of work-based learners on undergraduate social work degrees based in two universities, a local face-to-face university and a national distance learning university. Based on narrative inquiry methods for data collection, the article presents two case studies from the wider study which provide narratives of ‘becoming’ and ‘being’ a student. Drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their journeys into and through higher education. The paper concludes by considering the implications for current provision of social work education.

The impact of transformational learning for mature adults studying a Foundation Degree

This paper discusses the findings from a longitudinal, qualitative research study that explored the challenges that adult, work-based learners experience when studying a Foundation Degree, with a particular focus on those learners identified in the sample as mature adults (45–65 years). Fundamentally, the research focus was on learning, and particularly on transformational learning. The study has enabled observations of learning beyond the cognitive to capture emotional and social dimensions through ‘feedforward’ tutorials where points of challenge and shifts in learning were visible. Powerful emotional responses surrounded the challenges experienced by the learners. Concepts of self-efficacy and agency were central to this investigation where motivation and purpose for learning presented as critical factors for undertaking the Foundation Degree.

Student Satisfaction with Work-based Learning: Evaluation of a Foundation Degree Health & Social Care Programme

This paper presents findings from an evaluation of student satisfaction with work-based learning as experienced by 57 Foundation degree (Fd) Health & Social Care students. The study participants were all employed by the National Health Service (NHS) in a range of clinical settings in the English Midlands. Three cohorts of students completed a questionnaire which sought to uncover the individual circumstances, behaviour, attitudes and beliefs of work-based learners. Students undertaking the acute care, long-term conditions, children and mental health study pathways were supported by a workplace mentor and assessor, while students studying the diagnostic radiography, radiotherapy and mammography pathways had their work-based learning supported by a clinical learning facilitator (CLF). Most of the participants were undertaking the Fd to make the transition from radiography helper or healthcare assistant (HCA) to assistant practitioner (AP). The findings distinguish the individual circumstances of students in the context of their study pathways and on the basis of their contracted hours and the role that they hoped to fill on completion of the programme. Student behaviour was characterised by the regularity with which students worked with their mentors, assessors or CLFs and their engagement in a range of work-based learning activities including practice-based assessments, knowledge and skills acquisition and, with particular regard to radiography students, the learning of new procedures. Although the level of student satisfaction with work-based learning was high, several participants perceived that their colleagues seemed reluctant to recognise them as students in their own right and lacked an awareness of the role of the AP. Participants believed that their confidence had increased and that they were playing a greater role in their clinical teams as a result of gaining knowledge and skills that had helped them to engage in new ways of working.

Increasing the impact of mathematics support on aiding student transition in higher education

The ever growing gap between secondary and university level mathematics is a major concern to higher education institutions. The increase in diversity of students’ background in mathematics, with entry qualifications ranging from the more traditional A-level programmes to BTEC or international qualifications is compounded where institutions attempt to widen participation. For example, work-based learners may have been out of education for prolonged periods, and consequently, are often unprepared for the marked shift in levels, and catering for all abilities is difficult in the normal lecture, tutorial format. Lack of sufficient mathematical knowledge not only affects students’ achievement on courses but also leads to disengagement and higher drop-out rates during the first two years of study. Many universities now offer a maths support service in an attempt to overcome these issues, but their success is varied. This paper presents a novel approach to maths support designed and adopted by the University of Lincoln, School of Engineering, to bridge this transition gap for students, offer continued support through assessment for learning (AFL) and Individual Learning Plans (ILP’s), and ultimately increase student achievement, engagement and retention. The paper then extends this proven approach and discusses recently implemented enhancements through the use of on-line diagnostic testing and a ‘student expert’ system to harness mathematical knowledge held by those gifted and talented students (often overlooked by higher education institutions) and to promote peer-to-peer mentoring. The paper shows that with the proven system in place, there is a marked increase in student retention compared with national benchmark data, and an increase in student engagement and achievement measured through student feedback and assessments. Although the on-line enhancements are in the early stages of implementation it is expected, based on these results, that further improvements will be shown.

How do e-book readers enhance learning opportunities for distance work-based learners?

We report on the incorporation of e‐book readers into the delivery of two distance‐taught master’s programmes in Occupational Psychology (OP) and one in Education at the University of Leicester, UK. The programmes attract work‐based practitioners in OP and Teaching English to Speakers of Other Languages, respectively. Challenges in curriculum delivery included the need for more flexibility in the curricula, better access to essential readings and maximising the benefit of learners’ limited study time. As part of a suite of pilot changes to curriculum design and delivery, 28 Sony PRS‐505™ e‐book readers were pre‐loaded with course materials and sent out to students. The evidence suggests that the students’ learning experiences improved as a result of four key benefits afforded by the e‐book readers: enhanced flexibility in curriculum delivery to accommodate the mobile lifestyle of our learners, improved efficiency in the use of study time, especially short breaks during the working day, new strategies for reading course materials and cost. We discuss the opportunities and limitations associated with the e‐book readers used and the challenges encountered in the study.10.1080/09687769.2010.548506

Workplace mentor support for Foundation degree students: a hermeneutic phenomenological study

This paper presents findings from a small piece of interpretive research into the lived experience of trained nurses who fulfilled the role of workplace mentors for Foundation degree students. The interprofessional landscape of workplace learning is also examined. The participants were all employed in acute care settings in a large UK National Health Service hospital and provided mentorship to Healthcare Assistants studying the adult pathway of a Foundation degree in Health and Social Care; in preparation for the role of the Assistant Practitioner. A purposive sample of eight workplace mentors (who had supported at least one Foundation degree student) were interviewed using a semi-structured questionnaire. All interviews were audio recorded and subsequently transcribed. A hermeneutic phenomenological approach was used to uncover the lived experience of workplace mentors and 10 major themes were generated from the data. The findings suggest that the mentorship of work-based learners presents mentors with a range of challenges that are quite different from pre-registration students given the situatedness of the learner in their clinical team. While the mentorship of work-based learners in busy clinical environments is challenging, the relationship between mentor and mentee appears to have greater equality due to the situatedness of the student in the clinical team. As a result workplace mentors seem to benefit from a relationship lacking in the hierarchical features that characterise traditional mentoring. Awareness of the unique experience of work-based learners and mentors needs to be raised, particularly where students are seeking to complete their Foundation degree to emerge as Assistant Practitioners. Trained nurses undertaking the role of workplace mentor in support of Foundation degree students, do so to provide coaching that (in a developmental relationship), places them in the vanguard of an emerging professional group; the Assistant Practitioner.

Exploring design features to enhance computer-based assessment: Learners' views on using a confidence-indicator tool and computer-based feedback

Many institutions encourage formative computer-based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them to engage? Can we facilitate learners to take more control of shaping their learning experience? To explore this, the Learning with Interactive Assessment (LINA) project, a small-scale study, trialed a selection of online, interactive question features designed to increase motivation, particularly of work-based learners, and to enhance learners' ability to self-regulate their own learning experience. We present initial findings on learner perceptions of: (1) a confidence indicator tool—for learners to indicate their confidence that their answer will be correct before answering a question; (2) a learning log—for learners to insert reflections or view system-recorded information about their learning pathway; and (3) question feedback—for displaying a range of author comments. Themes emerged relating to motivational, behavioural and cognitive factors, including risk taking and skills in self-assessment. A serendipitous finding highlights learners' frequently not reading onscreen feedback and presents perceptions on when feedback becomes most useful. Motivators and barriers to engagement and self-regulation are discussed in relation to principles of best feedback practice.

Careers guidance for adult workbased learners: Why traditional support services are not sufficient

The changing profile of higher education students and the importance of career services in enhancing student employability led to a review of higher education careers services carried out by the Department for Education and Employment (DfEE, 2001). This review highlighted the under use of career services by non-traditional students and the importance of developing models of information advice and guidance that meet the needs of these students.