Work-based Learning Programmes Research Articles

Exploring Factors Impacting Student Engagement and Performance Towards Work-Based Learning Among Culinary Students

This study explored factors affecting student engagement and performance in Work-Based Learning (WBL) among culinary students at Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang Branch, using a qualitative approach. Semi-structured interviews with six (6) Diploma Culinary Arts students from the 2019 and 2020 WBL programs were analyzed through thematic analysis. The findings revealed crucial factors influencing engagement and performance. Positive aspects included a strong knowledge base, high discipline, effective time management, and proactive behavior. However, significant barriers such as sexual harassment and unfair treatment by supervisors were identified. The study also highlighted the importance of industry involvement and feedback for successful WBL experiences. To improve the WBL program, it is recommended to enhance collaboration with industry partners, systematically gather feedback, and adopt flexible program designs. Addressing these issues could significantly boost learning outcomes, performance, and overall student engagement in the WBL program.

Design and Development of a Professional Skills Coaching Framework for Engineering and Computing Degree Apprenticeship (DA) Programmes at Aston University

Aston University has provided Work-Based Learning (WBL) courses since the 1960’s. The introduction of Degree Apprenticeship (DA) levy funding in 2015 has led to a change of focus at Aston University from delivery of traditional WBL programmes to development of more than ten level 6 and 7 Engineering and Computing programmes in the College of Engineering and Physical Sciences (EPS). These programmes were designed and developed organically over the years leading to different student support mechanisms and practice across the varying DA programmes. The growth of these programmes led to the establishment of the Aston Professional Engineering Centre (APEC) as a department in late 2020, overseeing all Engineering and Computing DA and non-DA programmes in the College. This, together with the regulatory aspects of DA programmes, in turn, led to investigating the historic role of the Professional Supervisor. This investigation combined with the prospective Ofsted New Provider Monitoring Visit (NPMV) in 2022 instigated a need for a shift from solely utilising professional supervisory roles for WBL activities to a consistent framework for skills-based, systems level thinking approaches, conducive to the corporate environment, via Professional Skills Coach adoption. This concept paper presents our innovative approach in supporting Engineering and Computing DA learners at Aston University by designing and developing a Professional Skills Coaching framework in 2022, underpinned by the pedagogical coaching approaches, as well as the way in which the model concept could be adopted by other STEM educators to support learners.

Unveiling IR 4.0 Competency: Assessing Creativity Through RIASEC Personality Typology in Low- Income Populations

The Revolution Industry 4.0 (IR4.0) has brought significant changes to the lives of individuals, particularly those from low-income populations even though with high academic qualifications. However, the advent of this revolution present opportunities for individuals who possess the appropriate competencies. In this era, creativity stands out as vital competency for individual staying relevant and thriving amidst rapid changes in world of work. Inspired by RIASEC model by Holland’s theory, this study motivated to examine its influence on creativity among low-income populations. The survey data was collected form 98 undergraduate students participating in the Work Based Learning Program at a Malaysian Polytechnic, specifically targeting those form low-income group. Utilizing a quantitative approach, the study employed purposive sampling techniques. Furthermore, Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software was utilized to assess both measurement and structural models. The study’s findings reveal a positive correlation between Enterprising personality type and creativity competency. These findings could enrich the literature in competency, human resource and human psychology areas and also literature for the RIASEC model by Holland theory. Future research might consider expanding the sample to include students from other higher institutions beyond those from low-income backgrounds.

Assessing the RIASEC Model’s Impact on Critical Thinking in Industry 4.0

The advent of Industrial Revolution 4.0 (IR 4.0) necessitates not only technologies advancements in manufacturing but also the development of essential human competencies, such as critical thinking, which beyond the capabilities of automated systems. This study draws the inspiration from the Holland theory to examine the influence of RIASEC model on critical thinking competency within the context of IR 4.0. Survey data were gathered from 98 bachelor students enrolled in work-based learning (WBL) programs at polytechnics in Malaysia, with focus on individuals from low-income backgrounds. This study employing a quantitative method and purposive sampling was utilized for sample selection. Partial Least Square Structural Equation Modelling (PLS-SEM) via Smart PLS 3.0 software was employed to analyze both measurement and structural models. The findings indicate a positive relationship between four RIASEC model and critical thinking competency. The study concludes with discussion on the implications and limitations of the findings, along with suggestions for future research direction related to the RIASEC model’s impact on IR 4.0 competency.

Pre-employment transition and vocational rehabilitation services: Experiences in response to Vermont’s work-based learning program

BACKGROUND: State vocational rehabilitation (VR) agencies offer pre-employment transition services (pre-ETS) and other VR services to high school students, but the literature has not documented differences in pre-ETS use by individual characteristics or across individual services. OBJECTIVE: We describe variation in how high school students used services from the Vermont VR agency and how a demonstration program emphasizing work-based learning experiences affected that use. METHOD: The study uses a descriptive approach to explore patterns in youth’s pre-ETS and VR services and outcomes two years after enrolling in a demonstration program. It compares youth with access to demonstration services (the treatment group) to those using usual services (the control group). RESULTS: Among all control group youth, more than half only used pre-ETS during a 24-month period, while about one-quarter used VR services and the remainder used no services from the VR agency. In contrast, nearly all treatment group youth used some VR services, with a majority (59 percent) using both VR services and pre-ETS. Control group youth who used pre-ETS and VR services differed from those who did not use these services by gender, disability type, employment, and service receipt characteristics; treatment group youth had fewer such differences. Earnings outcomes did not vary in consistent or interpretable ways. CONCLUSION: The findings demonstrate how an intervention designed to promote work-based learning experiences increased pre-ETS and VR use and decreased subgroup differences in service utilization. VR administrators might consider collecting information on potentially eligible students to increase access to and use of services.

Educational Innovation for Industry 4.0: An Exploration of Integrated Work-Based Learning's Contribution

Purpose: The purpose of this research is to explore the role of integrated work-based learning in preparing students to meet the challenges of the Industry 4.0 work environment. It aims to investigate how incorporating work-based learning elements into the educational curriculum can enhance students' readiness for the dynamic and technology-driven landscape of Industry 4.0. Theoretical framework: This study is grounded in the theoretical framework of constructivism and experiential learning. Constructivism emphasizes active learning and the development of meaningful understanding through real-world experiences. Experiential learning theories, particularly Kolb's model, inform the research, highlighting the importance of concrete experiences, reflective observation, abstract conceptualization, and active experimentation in the learning process. Method/design/approach: A mixed-methods approach will be employed for this research. Quantitative data will be collected through surveys and assessments to measure the impact of integrated work-based learning on students' technical and soft skills. Qualitative data will be gathered through interviews and focus groups to explore students' perceptions and experiences. Results and conclusion: The results will provide insights into the effectiveness of integrated work-based learning in enhancing students' technical and soft skills. It will reveal the impact on their readiness for Industry 4.0 careers, as well as their ability to navigate the complexities of the modern workplace. Research implications: This research holds implications for educational institutions, policymakers, and industry stakeholders. It underscores the need to integrate work-based learning elements into curricula to better prepare students for Industry 4.0 careers. The findings will inform the development of strategies that enhance students' workforce readiness. Originality/value: This research contributes to the growing body of literature on work-based learning and its role in Industry 4.0 preparedness. It provides original insights into the effectiveness of integrated work-based learning programs, their impact on students, and their value in addressing the demands of the rapidly evolving work environment.

Validity and Reliability of Research Instrument in Evaluation of Work-Based Learning (WBL) Elements

This study focuses on the evaluation of Work-Based Learning (WBL) elements on MTUN (assumed to be a specific institution or program) bachelor students. The objective is to assess the validity and reliability of the research instruments used in the evaluation process. WBL is an educational approach that integrates practical work experiences with academic learning to enhance students' skills and employability. Ensuring the validity of the research instruments is crucial to measure the intended outcomes accurately. Content validity is achieved through careful instrument design, aligning research questions with measures, and seeking expert input. Reliability is established by employing standardized procedures, clear instructions, and rigorous data collection training. This study utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews, to enhance the validity and reliability of the findings. Limitations and potential sources of bias are acknowledged and addressed. By maintaining validity and reliability in the evaluation, this study aims to provide accurate and trustworthy insights into the effectiveness of WBL elements, contributing to the improvement of WBL programs and enhancing student learning outcomes and career readiness.

The impact of the future time perspective on student learning motivation and autonomous learning behaviours in the context of a work-based program

ABSTRACT This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students’ learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education.

Assessing the Effectiveness of Budget Control in Public Hospitals in the Limpopo Province, South Africa

Effective budget controls are crucial for the provision of affordable healthcare at public hospitals. There has been a problem of overspending or underspending budgets in public hospitals. This has negatively impacted the delivery of health services. The study aimed to improve the effectiveness of budget control in public hospitals. The objective of this study was to assess the effectiveness of budget control in public hospitals in Limpopo Province, South Africa. The study used quantitative research method. A sample size of 120 participants was drawn from a population of 240 participants. Survey questionnaire was used to collect data from participants in the public hospitals. The results of the study showed that budget control is a management challenge in public hospitals in Limpopo Province. The study recommends that all hospital executives and responsibility managers within the hospital be developed through a work-based learning programme on the effectiveness of budget control in public hospitals.

Factors Influencing Effective Communication between Stakeholder Groups during DVM Work-Based Learning Program in Bangladesh.

This study aimed to review the existing communication systems between the universities, placement providers, and students during the DVM final year work-based learning (WBL) program in Bangladesh. The intention was to identify what factors impact the effectiveness of the communication system and to explore ways to enhance communication to better support the program. A questionnaire was used to collect details about the WBL program and the communication systems from all universities in Bangladesh. The questionnaire was completed on paper at a meeting of the National Veterinary Dean Council and online with a member of each university's WBL coordination team. A summary of the current WBL programs in Bangladesh was produced. Focus group discussions were used to collect more detailed information about the communication systems and were held via Zoom with recent graduates (n = 16) and placement providers (n = 7). Effective means of communication between all stakeholders were identified as an initial letter, phone calls, and spot visits by teachers. However, the frequency of formal communication before and during placements was variable and the ways of providing feedback on the communication systems were insufficient. These issues sometimes undermined the student learning experience. Suggestions for improvements included increased resourcing, greater use of online communication systems, and a national committee to oversee WBL. Other ways to motivate placement providers included a better honorarium and continuing education courses. The results suggest that existing communication systems for veterinary WBL in Bangladesh are not completely satisfactory. Measures are needed to improve communication to optimize the student learning experience and capitalize on the many benefits of the WBL program for all stakeholders.

2U2i AND WBL-BASED PROGRAMS STUDENT-CENTERED LEARNING EFFICACY IN MALAYSIAN HIGHER EDUCATION

The Malaysian education system must adapt to the 21st-century paradigm change to produce quality graduates who are holistic, balanced, entrepreneurially ready, bright, skilled, and knowledgeable. Student-centered learning (SCL), a teaching-and-learning (TnL) method, is being adopted in the system to develop students' inclinations and higher thinking capacity, revealing individuals' talents in a certain sector meanwhile, 2U2i and work-based learning (WBL) study modes were established to lessen students' reliance on traditional learning by emphasizing particular industrial in-field learning and continuous learning. The purpose of this study is to verify the reliability and validity of the instrument that will be used to determine the efficacy of SCL in 2U2i and WBL programs among participating local higher education providers (HEP) aside from confirming the existence of SCL elements within the programs. The initial data collection procedure involved questionnaires with students as well as industry players with whom the students are currently affiliated. The results suggest that the instrument used is viable and easily understandable by respondents. However, it is insufficient to formulate a truly effective instrument due to the small sample size and differences in the implementation of 2U2i and WBL programs, suggesting a complete data collection involving all related parties in future studies.

Case study in New Jersey on perceptions and concerns during COVID-19: Lessons for safety and health during future work-based learning

Background: The New Jersey Safe Schools Program provides training courses to secondary school educational professionals to supervise students in work-based learning. COVID-19 suspended in-person training courses and work-based learning. As worksites reopened, concerns persisted regarding implementation of work-based learning, and safety and health. After site visits, participants completed reflection assignments. Methods: We examined statewide data from a three-day training, "Designing and Implementing Student Training Plans," from 61 participants in spring-summer 2020 regarding concerns for work-based learning during COVID-19. Qualitative analysis on open-ended responses determined emerging themes through inductive, qualitative coding in Microsoft Office spreadsheet software, Excel, followed by import of a spreadsheet-based code book to NVivo, a qualitative data analysis software tool. Results: Data revealed supervisor perspectives pertaining to re-establishing work-based learning programs (33%), COVID-19 safety and reopening measures (24%), student safety and health (17%), obstacles for in-person work-based learning (9%), future work-based learning placements (7%), and online work-based learning opportunities (4%). Conclusion: Data suggested adaptations for future in-person work-based learning experiences; future online student work placements and safety and health trainings; and insights on improving in-school learning and occupational education for students.

Exploring Relevant Employability Skills 4.0 For University Students’ Readiness in The Work-Based Learning Program

This research discusses employability skills 4.0 for the university students' readiness in work-based learning. This research explored relevant employability skills 4.0 for university students' readiness in the work-based learning program. The survey questionnaire consisted of 65 items developed to study the student's readiness to acquire these skills in a work-based learning program. This research obtained 633 respondents from five Malaysian research universities. The association between employability skills and students' readiness for work-based learning was analysed using the PLS-SEM model of SMART-PLS software. Using measurement and structural model analysis, the PLS-SEM found six employability skills communication skills, interpersonal skills,IT skills, problem-solving skills, entrepreneurship skills, and self-management skills. From this analysis, the student's readiness employability 4.0 for the university students' readiness in work-based learning has developed. Further research can exploremore significant respondents from public or private universities, including postgraduate students in the survey.

Survey of New Jersey K-12 Professionals on Work-Based Learning During COVID-19: A Preliminary Study and Future Implications.

The New Jersey Safe Schools Program (NJSS) offers an online professional development certification course, titled "Designing and Implementing Student Training Plans," for NJ high school (HS) teachers developing secondary school student work-based learning (WBL) programs. WBL provides students opportunities to engage in career-related field tasks, aligned to curricular instruction. In January-July 2021, during 7 cohorts of trainings, questions in the training's assignment gauged teacher and student concerns regarding worksite placements during the COVID-19 pandemic, learning delivery format preferences, and alternative activities for WBL credit. In January-July 2021, 68 of 134 HS teachers (51%) were concerned placing students in WBL and indicated "no" and "I don't know" (37% and 31%, respectively) about employer willingness to offer virtual mentorship during the pandemic. This preliminary study presents insights of newly credentialed WBL supervisory HS teachers regarding impacts of COVID-19 on student health and workplace safety, preferred WBL formats, and potential implementation of COVID-19 safety trainings.

Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach

The Science, Business and Policy Program (SBP) of the University of Groningen has been a work-based learning program for science master students since two decades. This program, a direct consequence of the Bologna declaration of education in Europe, has a distinctive position in European science curricula. Here, we use a web-based survey (N = 242), comparing alumni perceptions on the SBP program (N = 111) with a research oriented master (ROM, N = 131). Alumni from both programs predominantly had a content-driven motivation to choose for either the ROM or SBP format. For SBP alumni, this preference was also inspired by the master’s focus on society and a career outside academia. We assessed self-perceived learning outcomes using an extended version of the Science Student Skills Inventory. Both groups were positive about the academic level of their program. Scientific content knowledge and practical research skills were perceived as sufficient by both groups, although significantly higher in the ROM group. Both groups were equally positive about obtained skills in academic reasoning and would have preferred more disciplinary content knowledge. The SBP group perceived their skills on teamwork, multidisciplinary working, leadership, ethical thinking and project work to be significantly higher compared to ROM alumni. The SBP group felt significantly more prepared for a career outside academia and the ROM group for a career in academia. Relatively the ROM group missed career preparation. Both specific work-based learning and classical research approaches were seen as valid ways to obtain a high-quality, science master level, although for different career ambitions.

Effective or Ineffective: Features of Work-Based Learning Models in Higher Fashion Education Institutions in Ghana

The current study analysed the features of work-based learning models in higher fashion education institutions in Ghana. The study emphasized the need for skilled human resources in the new era of the knowledge-based economy, as this would be crucial for Ghana to become a developed nation. Creative and vocational education in Higher Education (HE) is about creativity and innovativeness. These are the most significant attributes that higher fashion education graduates must possess. The study adopted descriptive research designs due to their nature. The mixed methods technique was considered appropriate for answering the research question as it concerns dynamic phenomena such as innovation and change. A non-probability purposive sampling technique was adopted to select fashion houses in eight regions of Ghana. Both undergraduate and postgraduate fashion students and some graduates practising their acquired skills in the fashion industry were also used as samples for the study. Questionnaires and interviews were utilized to collect data. The major empirical findings of this study suggest that students possess inadequate skills as they embark on work-based learning programs from their various academic institutions. Distinctly, the results revealed that students lacked practical competence in their field of specialization. Keywords: Features of work-based learning, models, work-based learning programs, work-based learning approaches, higher fashion education, Ghana, creative and vocational education DOI: 10.7176/JEP/13-32-04 Publication date: November 30 th 2022

Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh.

Work-based learning (WBL) provides relevant contemporary experience of working environments. Potential benefits for students include developing invaluable skills (clinical, personal, cultural, and professional) and gaining greater awareness of the profession and future career opportunities. However, there are also challenges related to running and sustaining a successful WBL program. In the context of this study, WBL refers to external placements undertaken by final-year students. The aims of the study were to identify ways to optimize the benefits while managing the challenges in delivering WBL in a veterinary curriculum. An in-depth study was undertaken at Chattogram Veterinary and Animal Sciences University (CVASU), Bangladesh, where a WBL program has been in place for 20 years. Final-year veterinary students at CVASU were surveyed to ascertain WBL experiences; survey findings were further explored in focus groups with students, recent graduates, faculty, and placement providers. Most agreed that they had sufficient opportunities to observe, assist, and directly handle pet and farm animals with top skills learned, including clinical diagnosis and communication, and recognized the value of learning in professional workplaces. Based on suggested areas of improvement, the following recommendations can be made: carefully selecting placements, adjusting time allocation, improving communication and building strong collaborations with placement providers, allowing students to customize more placements to align with their career preferences, and staffing adequately to arrange placements and manage a WBL program. Overall, results suggest the current WBL arrangements at CVASU are reasonably good, but there are some specific areas for improvement.

Feasibility of supporting newly qualified nurses: Nominal group technique of the perspectives of nursing stakeholders

<h2>ABSTRACT</h2><h3>Background</h3> As the health industry grows, integration of newly qualified nurses into the workplace is critical to workforce sustainability. In one health service, a work-based student learning program, the Collaborative Clusters Education Model, was extended to support newly qualified nurses in their transition to the workplace. <h3>Aim</h3> To describe the feasibility of the Collaborative Clusters Education Model to support newly qualified nurses. <h3>Design</h3> Evaluative methodology using Nominal Group Technique. <h3>Methods</h3> Convenience and snowball sampling were used to recruit participants from three stakeholder groups: clinical nurse facilitators (two groups: n1 = 7; n2 = 5), nurse leaders (n = 9) and practice partners, registered nurses who support with newly qualified nurses (n = 5). Groups provided nominal rankings of ideas (quantitative data) and group discussions were recorded and professionally transcribed (qualitative data). Data analysis involved three stages: i) quantitative analysis; ii) qualitative analysis and iii) synthesising qualitative and quantitative data to create meaning. <h3>Results</h3> The priorities focused broadly on the challenges associated with individual and organisational capacity to support newly qualified nurses. In addition to capacity, clinical facilitator capability, teamwork and communication, and role ambiguity were identified as key issues. <h3>Conclusions</h3> The feasibility of supporting newly qualified nurses via the Collaborative Clusters Education Model would be enhanced with improved alignment between stakeholder roles and responsibilities. In contemporary workplaces, characterised by distributed responsibility for learning support, there is a need for increased role clarity across the stakeholder team. Furthermore, the need for improved access to experienced mentors points to the potential of team-based models of nursing care delivery.

Enhancing the degree apprenticeship curriculum through work-based manager and mentor intervention

PurposeEducational policy instruments such as apprenticeship levy and forthcoming lifetime skills guarantee are creating unprecedented opportunities for rapid growth in a range of work-based learning (WBL) programmes, requiring increasingly complex levels of collaboration between providers and employers. Apprenticeships require providers to assume responsibility in ensuring apprentices’ work-based managers and mentors (WBMMs) are equipped to provide effective support to individuals as they learn ‘on the job’. After six years of higher education institution (HEI) apprenticeship curriculum delivery, there is opportunity to examine existing WBMM practice to inform the design, content and delivery of a shared knowledge base via a practical interactive toolkit. By developing clearer understanding of WBMMs’ experiences, expectations and challenges, the study aims to reduce potential gaps in knowledge and skills and encourage more effective collaboration between employers and providers to better support apprentices as they progress through WBL programmes.Design/methodology/approachThis paper discusses evolution of higher level and degree apprenticeships, explores guidance for WBMMs and investigates the influence of expectations and motivations of WBMMS. Theoretical and conceptual foundations relating to WBL programme delivery and WBMM role are analysed and discussed. Qualitative data drawn from semi-structured surveys are analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform future university provider and employer practice.FindingsThe findings suggest a number of themes to improve apprentice management; further clarity of WBMMs role, greater involvement of WBMM’s for negotiated learning, unplanned experiences do add value and scope for richer mentoring dialogues. WBL value for WBMMs is broader than expected, incorporating apprentice performance and output improvements, and solving complex problems.Research limitations/implicationsThe research is drawn from an established university with five years of experience. However, the context in which programmes are delivered significantly varies according to providers and employers. This means factors other than those highlighted in this paper may continue to emerge as the research in this field develops.Practical implicationsThe practical implications from findings can be used to cultivate stronger collaboration, providing a foundation of knowledge intended to provoke further dialogue regarding content for an interactive toolkit. The findings signal the need for further resources, a review of the restrictions associated with levy funding for co-creation of a more effective national apprenticeship framework.Originality/valueThis paper builds on a limited body of research examining employers’ perspectives of apprenticeship management. Degree apprenticeships have attracted limited scholarly attention over six years since their inception (Bowman, 2022) resulting in a significant paucity of research that focuses upon employer role. This study addresses this void by exploring WBMMs experiences, requirements and expectations, revealing new insights for providers of WBL, employers and individuals employed as WBMMs.

An Exploration of Employer Participation in Internships and Other Work-Based Learning Experiences

Research shows that employers play a key role in work-based learning (WBL) programs such as internships but are seldom involved in conversations around the topic (Greenfield &amp; Stevens, 2018). While the benefits of work-based learning are well documented, employers are often unaware of the benefits they would receive from participating in an effort to strategically link education and workforce preparation (Greenfield &amp; Stevens, 2018). This study qualitatively examined the experiences of employers that provide work-based learning opportunities, primarily internships, for postsecondary students. Findings illuminated the importance of developing and maintaining strong community partnerships and establishing recruitment pipelines. The results also indicated that lack of information impedes growth, virtual experiences are essential, and financial constraints impact participation.