Work-based Learning Research Articles

Trainee pharmacists’ evaluation of the formal learning elements within the N. Ireland foundation training year

Abstract Introduction Foundation Training Year (FTY) is a 12-month programme which prepares trainee pharmacists (TPs) to develop the skillset of a registered pharmacist and aids preparation for the Common Registration Assessment (CRA) via both work-based learning and formal learning. The formal learning included within the NI FTY programme consists of development day sessions with associated pre-requisite materials, including exam-style questions. The TPs attend 13 development days which are focused on high and medium weighted topics within the Registration Assessment Framework1 . The sessions take place online and the format is that of case-based discussion and exam-style questions, as well as two mock exams. Aim The aim of this study was to analyse TPs’ evaluation of how the formal learning elements prepared them for the CRA. Methods TPs (n=128) within FTY 2022/2023 completed an end-of-year evaluation relating to the whole programme, including the formal learning elements. 128 valid responses were received. The evaluation took the form of an online questionnaire with various question types, from Likert scale style(1-9) to free-text responses and was administered via an online link emailed to TPs. No ethical approval was required as the evaluation was not a component of a research project. Results In relation to the formal learning elements of the programme, 61% of trainee pharmacists rated the pre-requisite materials for the development day sessions at 6 and above whilst 57% of respondents rated the development day sessions at this level. An increased number of respondents (86%) rated the practice exam-style questions accessed via Moodle at 6 and above with the vast majority (99%) strongly agreeing/agreeing that regular exposure to exam style questions helped them to learn on an ongoing basis, particularly for high and medium weighted registration assessment topics. TPs valued the opportunity to attempt mock exams, with 99% strongly agreeing/agreeing that the mocks prepared them to sit the CRA and helped them to identify developmental needs. Discussion / conclusion The majority of TPs valued the formal learning elements of the FTY and felt the sessions and mock exams prepared them to sit the CRA. TP experience of exposure to exam questions was overwhelmingly positive with TPs acknowledging the importance of regular exposure to this element which allows them to develop their knowledge and become proficient in answering the types of questions asked in the CRA. This provides support for the inclusion of practice exam-style questions on a routine basis in the formal learning programme to support the FTY. Limitations to the study are that TPs completed the survey prior to obtaining results for the CRA, which may have influenced their responses to the questions posed, however the N. Ireland results were higher than the national average, with 95.6% first time sitters passing the exam in June 2023. Given this data, we changed formal learning to focus primarily on high and medium-weighted topics of the Registration Assessment Framework1, delivering interactive webinars where TPs answer exam-style questions with additional supplemental learning provided, where needed, by the expert tutor. Reference 1. General Pharmaceutical Council. Registration assessment framework for sittings in 2024. 2024. https://assets.pharmacyregulation.org/files/2024-04/registration-assessment-framework-for-sittings-in-2024.pdf [accessed 3rd June 2024]

Life After High School: The Employment Experiences of Autistic Young Adults

The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.

Rediscovery and Restoring Forgotten Principles: Returning to the Past to Transform and Shape VET for the Future. Back to the Basics in VET

The article explores the historical foundations and contemporary practices of Vocational Education and Training (VET), uncovering a cyclical relationship between past and present methodologies. It begins by analysing the traditional apprenticeship systems of medieval Europe and their counterparts in Asian contexts, demonstrating how these early models laid the groundwork for modern vocational education. The article then traces the historical origin of VET in response to shifting economic conditions and technological advancements, identifying key contemporary practices—such as competency-based education, work-based learning, and experiential learning—as rebranded versions of historical approaches. The analysis emphasizes that many of these so-called “innovations” are not entirely new but are instead adaptations of time-tested methods that have been revitalized to address current educational demands. This historical perspective underscores the importance of integrating traditional practices to enhance the effectiveness and relevance of modern VET systems. The discussion stresses the importance of learning from historical experiences to inform future developments in vocational education, suggesting that a deep understanding of VET’s historical context can provide valuable insights for educators and policymakers alike. The article also addresses the potential pitfalls of renaming and rebranding educational approaches, which can lead to misleading perceptions and adverse effects, hindering educators and policymakers from recognizing foundational principles that remain pertinent today. Additionally, the uncritical dismissal and rejection of past educational principles signifies a denial of the cultural and educational traditions that informed their development and shaped them. Acknowledging and recognizing these historical influences can enrich contemporary educational frameworks and promote a more nuanced understanding of the current educational landscape.

Improving assessment for work-based learning and degree apprenticeships in business through a co-designed peer review process

Involving students in peer review has substantial benefits for students’ learning and development and, more pragmatically, for staff workload. This paper reports on a student-led effort to co-design a peer review formative assessment task. The assessment is part of a personal development module within a higher education degree apprenticeship programme delivered via blended mode by a business school in South-East England. This case study on student-staff partnership offers a description of the process and a reflection on the impacts from both the student and staff perspective. It suggests that student co-design and peer review activities complement work-based learning, effectively bringing the prior experiences and academic skills of mature/professional students into the classroom.

Analysing Dominant Returns: Skill Development and Fulfilment in SDG Solution Projects in Eastern Malaysia

Despite numerous solution funded by the All-Party Parliamentary Group on the Sustainable Development Goals (APPGM-SDG) in the Eastern regions of Malaysia, there is a lack of comprehensive understanding regarding the impact of different domains of Returns on Value (ROV) on beneficiaries, particularly within the context of TVET. The initiated solution projects often align with the objectives and principles of TVET, since they involve skills training, work-based learning, curriculum development, promotion of lifelong learning, community engagement, and alignment with SDG. The objective of this paper is to analyse the impact of the two predominant domains on beneficiaries and identifies the critical contributing factors. Using a mixed-method approach, this study categorizes sixteen solution projects from six different Parliamentary constituencies into two groups. The findings demonstrate that the domains of skill enhancement (“Clear”) and deep fulfilment (“Deep”) remain dominant in both groups, whether through self-reporting by solution providers, or through validation processes. Numerous pivotal elements have contributed to these dynamics, encompassing the local socio-economic backdrop, the locality, and the inherent characteristics of the APPGM-SDG initiatives. These findings also highlight the critical importance of integrating comprehensive skill development and fostering personal profound connection to achieve sustainable development, suggesting that future APPGM-SDG initiatives should continue to prioritize these elements to maximize their impact particularly in Malaysia’s Eastern zone.

Employment Skills in Tertiary Work-Based Learning: A Multiple-Stakeholder Investigation into China’s “3 + 1” Programs

Rapid economic development and globalization have reshaped the labor market, demanding a highly skilled and adaptable workforce. Tertiary education institutions worldwide have increasingly incorporated work-based learning into their curricula to close the gap between academic knowledge and practical skills. In China, the “3 + 1” programs, combining three years of academic study with one year of practical training, have emerged as a prominent work-based learning model. Despite the strategic importance of these programs, critical gap in consensus remains regarding the specific employment skills that should be imparted, leading to unemployment or underemployment of graduates and employer dissatisfaction. This qualitative study explores the employment skills expected from students in China’s “3 + 1” programs and identifies factors contributing to effective program organization. Through insights gathered from in-depth interviews with multiple stakeholders, including 28 students, educators, and employers, the study highlights the importance of industry-academia collaboration, curriculum relevance and flexibility, professional development for educators, enhanced work placement quality, and effective feedback mechanisms. The findings suggest that these strategies can promote effective work-based learning, equipping graduates with the essential skills emphasized by multiple stakeholders in the study, such as technical proficiency, problem solving, effective communication, teamwork and cooperation, adaptability and agility, digital literacy and technological skills, innovation and creativity, and initiative and proactivity. The study offers implications for both educational institutions and policymakers aiming to improve graduate employability, particularly by enhancing the quality of the “3 + 1” programs through the effective integration of academic studies and industrial training.

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.

Enhancing Education and Training for Professionals and Formal Carers: Implementing Microlearning

Abstract Background Current technological, economic and social changes trigger the need for new concepts and strategies to support lifelong learning. Education, including work-based learning, is in need of transformation, requiring renewal and innovative ways of relating appropriately to the way we live, work and learn today (Downes, 2005; Kuhlmann & Sauter 2008; Chisholm 2005). Staff shortages and heavier workloads has reduced the availability of health care staff to attend in-depth training courses. This, coupled with the recent moves away from traditional face-to-face learning to e-learning, we had to re-consider teaching theories and teaching methods. Methods In this poster I will present how we utilised microlearning to improve staff knowledge about dementia and nutrition. Microlearning is a method of delivering small, bite-sized pieces of information that can be easily consumed and retained by learners. It offers customised learning experiences that cater to the unique needs and preferences of each learner and provides an engaging and interactive learning experience through the use of multimedia, quizzes, and games. Results Microlearning facilitates self-directed lifelong learning, as short activities can be easily integrated into everyday activities. Small learning steps with small pieces of information can be used for learning in between and on-demand. In this way microlearning enables individuals to stay up to date in today’s knowledge society and offers a viable supplement to more time-consuming and formalized modes of learning, such as classroom courses or web-based trainings. Additionally, this poster will describe how we have applied microlearning as an emerging pedagogy that enables learners and clinicians to engage in short, focused, asynchronous and just-in-time learning. Conclusion Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions learners in performing procedures, retaining knowledge, studying, and engaging in collaborative learning.

Understanding of ‘person-centred care’ in an oncology ICU: Associative group analysis

PurposeTo describe how healthcare professionals, patients, and their significant others understand the concept of ‘person-centred care’ in an oncology ICU. MethodsThis study followed the associative group analysis (AGA) method, a quali-quantitative research approach.The population included healthcare professionals, their patients, and significant others in a four-bed oncology adult intensive care unit. Whole population sampling (n = 22) allowed all healthcare professionals to participate. Maximum variation purposive sampling was used to identify patients and their significant others (n = 22). Data were collected during either face-to-face or telephonic individual interviews. Free associations were weighted using a validated weighting system. Words with similar meanings were then grouped into themes. The themes were then deductively grouped according to the domains of the Person-centred Practice Framework. ResultsParticipants had a limited understanding of person-centred care and could only identify six of the 23 constructs of the Person-centred Practice Framework. Healthcare professionals embraced the idea of person-centred care, but their understanding of the concept remains vague. Person-centred care remains conceptual in this oncology intensive care unit because the interpretation and operationalisation of the concept are misaligned at various health service levels. ConclusionOrganisations should invest in work-based learning to enable staff to understand the concept of person-centred care. Healthcare workers also need to self-evaluate how they work and be able to adjust their working style to be more person-centred.

The Role of Work-Based Learning in Enhancing Career Adaptability: An Empirical Study from Vocational Students in Indonesian and Malaysian Universities

The Role of Work-Based Learning in Enhancing Career Adaptability: An Empirical Study from Vocational Students in Indonesian and Malaysian Universities

A Project-Led Framework for Coach Development in English Men’s Professional Football: A Premier League Case Study

Coach education and development programmes are central to the professional development experiences of sport coaches. Typically, these programmes are structured and sequenced in a linear pathway, and present an opportunity for certification which can be a prerequisite to practice and/or employment. Increasingly, as learning becomes viewed as part of a coach’s lifeworld, versus simply as a means to an end, education and development provision is beginning to reflect this. This article introduces and explores the Coach Development Institute Programme, part of the Premier League’s Elite Coaching Plan, which seeks to improve the quality of football coaching in English boys’/men’s football by engaging coaches in a 2-year work-based learning opportunity. Built around a core of project-based learning and assessment, coaches are supported as they examine a series of meaningful performance problems in their unique practice environments. Through this work, we demonstrate how theories, concepts, and principles from the adult education and assessment as learning literature might work as they are applied in a coach education and development context. With such sparsity of case-based examples like this within the peer-reviewed literature, we intend that our contribution could inform, promote dialogue, and raise questions about authentically supporting coaches beyond a minimum standard of practice.

Implementation of the work-based learning model in SMEs: Ranking the indicators of feasibility based on transitivity

Work-based learning models have been applied to varying extent across countries. This raises questions about the factors that determine the feasibility of their implementation in small and medium-sized enterprises (SMEs). The multifaceted impact of these factors and the indicators reflecting them varies significantly, which makes it necessary to rank them appropriately. This study uses a pairwise comparison of the indicators’ importance based on their transitivity to determine such ranking. This new methodology is superior to existing approaches in that it allows the researcher to determine the importance rankings of a virtually unlimited number of indicators without compromising the adequacy of the assessment. It also significantly reduces the scope of expert judgement. The methodology also accounts for interactions between indicators, further improving the relevance of the rankings. Finally, the proposed methodology is versatile as it can be applied to rank the importance of any type of indicators reflecting the state of socio-economic systems.

Exploring the maritime frontier: unveiling the transformative power of work-based learning (WBL) in maritime education and training (MET)

PurposeTo explore the benefits and challenges of WBL in MET in Thailand.Design/methodology/approachA qualitative approach was used, involving interviews and surveys with participants from MET.FindingsWBL offers practical experience, improved employability, networking opportunities, and real-world problem-solving skills, industry knowledge, professional development, and better learning outcomes, but faces challenges like language barriers, environmental issues, limited placement availability, time limits and task management, safety concerns, limited resources, and assessment issues.Originality/valueProvides insights into WBL in the Thailand maritime sector and highlights areas for improvement to enhance student preparedness for industry roles.

Implementing work-based assessments in a level 7 data analytics digital degree apprenticeship: challenges and lessons for HEIs

This paper explores the incorporation of work-based learning in the Digital and Technology Solutions Specialist (DTSS) Master’s degree apprenticeship programme in a London-based Higher Education Institution. Specifically, innovative work-based assessments are introduced aiming at utilising workplace resources while meeting academic requirements. Challenges highlighted include balancing academic requirements and business needs as well as supporting learners, employers and academic staff in embracing and implementing the work-based nature of the assessments without compromising academic standards and quality of learning. Lessons are drawn for higher education institutions that consider introducing similar programmes.

Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering

Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.

HE in FE mature students’ experiences of labour, learning and lockdowns: a feminist narrative inquiry

ABSTRACT A significant proportion of mature undergraduates study at further education colleges (HE in FE) in England. This inquiry builds on research which explores the effect of paid work or unpaid care work on mature students’ learning but offers a new perspective by considering the interaction of both forms of labour on learning in the home during COVID-19 lockdowns. The study broadens theoretical perspectives on this group by using Gouthro’s critical feminist theory of the homeplace. The research makes an original contribution by arguing that the key lenses through which we understand mature students’ experiences of learning at home are labour and relationships. Online life history interviews with 15 HE in FE mature students and a research diary were analysed using a feminist framework, The Listening Guide. Findings indicate individual further education college staff played a major role in supporting students; however, the thesis recommends that colleges recognise unpaid work as a legitimate contributor to HE learning. To enhance social justice and gender equity, a reimagination of work-based learning which develops students’ capacity to critique structural inequality at work is needed. The study recommends that colleges work on new narratives for and about mature students which counter deficit perspectives.

Enhancing Workplace Skills through Work-Based Learning in Engineering Education

The industry's modern workplace is rapidly evolving due to the energy transition. This transformation focuses on advanced technology, and solutions to energy- related challenges. Aligning the skills taught in higher education with the demands of the workplace is a critical challenge for academia and industry. In today's job market, being innovative is a crucial skill for university graduates to enhance their employability. One effective approach to achieving this is through work-based learning (WBL) opportunities integrated into engineering education. WBL is essential for integrating education and workplace skills. Oil and gas companies are working with higher education institutions to develop an effective WBL framework that enhances competences. The paper introduces successful WBL pedagogical models integrated into engineering education to meet industry requirements. These models have utilised technology to expand Merrill's instructional principles and developed blended learning corporate programmes to enhance learning outcomes, engineering skills, innovativeness, and employability skills. WBL enables students to gain practical experience in a real-world work environment, applying the knowledge and skills acquired in the classroom to actual projects and challenges. This hands- on experience not only enhances students' technical skills but also helps them cultivate essential 4C soft skills (collaboration, creativity, critical thinking, and communication) and prepares them for future success. WBL is a valuable tool that enhances workplaces, increases productivity, and introduces innovative work methods. It equips engineering students for successful careers by enhancing their employability. Partner organisations have experienced enhanced technical and economic value by integrating WBL engineering education models into industry projects. This has led to innovative products, solutions to technical challenges, employee skill development, career advancement, and increased access to higher education opportunities.

Developing Career Resources Through Work-Based Learning: A Qualitative Study on Internship Experiences

Developing Career Resources Through Work-Based Learning: A Qualitative Study on Internship Experiences

Promoting TVET excellence in Palestine: a case study of WBL in secondary vocational schools

ABSTRACT Reporting findings from action research in Secondary Vocational Schools (SVSs) in Palestine contributes to our understanding of the five criteria that underpin excellence in Work-Based Learning (WBL) This paper presents a new model for promoting WBL performance for SVSs in Palestine by focusing on five key indicators derived from previous research analysis and findings for the researcher of this paper, the European Foundation for Quality Management (EFQM) and the Quality, Cost and Delivery (QCD) model. This paper addresses the question of how to promote WBL in SVSs in Palestine? In-depth interviews with 52 school personnel and 85 students from three SVSs in Palestine were conducted. A five-question descriptive questionnaire was administered to all respondents to assess the five key performance indicators to identify performance gaps. Analysis of the responses provides an understanding of the causes of the gaps and helps provide explanations to develop an action plan to improve performance.

The Implementation Structure of Work-Based Learning (WBL) in Malaysia: The Perspective of Industry

The Implementation Structure of Work-Based Learning (WBL) in Malaysia: The Perspective of Industry