Work-based Learning Research Articles

Professional Competencies in Internship in Work-Based Learning Setting

The main objective of this study was to find a model of internship in the context of Work-based learning in order to improve professional competencies for prospective teachers who must have 4 competencies (pedagogical, personality, social, and professional). The research was designed in stages by using the Research and Development (R & D) approach. The respondents of this research are students of the Faculty of Engineering, Universitas Negeri Semarang and the manager of the industrial work practice program. The results of the study found a model of the contextual employment practice of work-based learning in order to improve professional competence for prospective teachers. The analysis of the discussion shows the variety of readiness, attitudes, and quality of learning in the place of internship, so it needs to do the more further analysis so that students are better prepared in preparing themselves to participate in industrial work practice programs. In addition, the management of Internship has not used a model in the context of work-based learning, as expressed by the head of the fieldwork group of the Faculty of Engineering, Universitas Negeri Semarang. The implications of the findings of this model can be in line with the programs that have been prepared in the management of internship with an emphasis on work-based learning, which is expected to improve the professional competence of prospective ex-LPTK teachers.

Newer New Jersey work-based learning teachers during the COVID-19 pandemic: school safety regarding ventilation, trainings, and awareness of government agencies resources

ABSTRACT New Jersey (NJ) Safe Schools Program (NJSS) provides code-required trainings for NJ teachers supervising students in work-based learning (WBL) experiences. During the COVID-19 pandemic, increased use of chemical cleaning, sanitization, and disinfectant products (CSDPs) led to ventilation and other health concerns. NJSS conducted two surveys of newer NJ WBL teachers between October 2021 and June 2023, with a follow-up in fall 2022 for those who completed initial surveys before summer 2022. This study focused on questions regarding workspace ventilation; respirator and CSDPs trainings; awareness of government resources for safety and health (S&H); and demographics. Over 65% of participant classrooms have operable windows or ventilation systems, while 13% of school salons have ceiling fans. Half of participants didn’t receive training on handling CSDPs, although 90% were aware of government S&H resources. Data suggested teachers have well-ventilated workspaces and are aware of different resources available, which is important to continue post COVID-19.

An open door to the job market? Music therapy students’ reflections on practice placement in Norway

This study explores the transition between learning at university and learning in a work context through practice placement. It was conducted at the University of Bergen (UiB), which offers a five-year programme in music therapy. Practice placement is integrated at all levels of the programme, starting with observation of music therapy, to a placement where students work more autonomously. The aim of this study was to learn from the experiences of students participating in the programme, as their insights are crucial for informing the programme’s content. Our question was: How do students from the UiB five-year integrated music therapy programme reflect on their internship experiences, and how can we understand their reflections from a work-based learning perspective? To investigate this, we conducted two focus groups, each with five students. Following a thematic analysis of the data, three main themes and six sub-themes were developed: 1. Developing an identity as a music therapist (1.1. Gaining a professional identity, 1.2. Finding a voice in interdisciplinary meetings); 2. An open door to the job market (2.1. Learning from experience, 2.2. Developing new networks); and 3. Challenges with the music therapy practice placement (3.1. Feeling side-lined, 3.2. Lack of a broader teaching model). The themes, grounded in the empirical findings, are discussed from a sociocultural perspective, drawing on concepts such as apprenticeship learning, community of practice, and weak ties. This article concludes with implications for practice and suggestions for further research.

Degree Apprenticeship Education for Future Engineering Leaders: Developing reflective practice with work-based learning.

The significant growth in demand and offerings for degree apprenticeships (DA) since their introduction by the UK Government in 2014 is shaping the development of the workplace learning environment. In support of this, educational reflective practices within the workplace, together with associated academic credit requires greater research focus. For level 7 postgraduate degree students, it is relevant to examine enhancing reflective practices for work-based learning and in doing so, this paper focuses on a specific Engineering Business Management Degree Apprenticeship case study. This research discusses the outcomes for students resulting from the postgraduate DA course, with an emphasis on their work-based learning and reflective practices, investigating the research question “how can an apprenticeship degree integrate work-based learning with reflective practice?” A sample group of students close to graduation were chosen for the intervention and asked two question types covering their positive experiences and potential improvement areas for informing future practice. The positive findings highlighted the benefits of work-based learning and reflective practice for the degree apprenticeship, including the application of learning directly into the workplace and the addition of skills and behaviour competencies, whilst still achieving the master’s level knowledge and learning competencies. Potential improvement areas focus on the challenges of understanding reflective learning in the workplace, the work-life balance combining further education and finally the additional support required from employees. The resulting recommendations for academics and course leaders encompass achieving reflective learning within the curriculum, designing courses to reflect the student’s time demands when including work-based learning, designing for the KSB’s (Knowledge, skills and behaviours) and understanding the wider student network of employer and workplace environment.

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.

Lessons learnt from Degree Apprenticeship’s Design and Development Practice at WMG

Degree apprenticeships (DAs) are a new educational route that combine work-based learning with academic study. They offer the opportunity to gain an undergraduate or postgraduate degree while working towards a professional qualification. This paper shares the lessons we learnt during the course conception, design, and delivery of Undergraduate (UG) and postgraduate (PG) Degree Apprenticeship (DA) programmes at WMG. The focus will be on the aspects of quality assurance and student experience. The quality of the learning and teaching process is essential for the success of DA programmes. This practice report explores the development and implementation of DA programmes at WMG, focusing on quality assurance and student experience. It discusses the unique challenges and considerations in designing apprenticeship curricula that meet both academic and industry standards. The report emphasises the importance of putting students at the centre of education, establishing policies for teaching quality, and maintaining effective processes to ensure programmes success and continuous improvement.

Countering technostress in virtual work environments: The role of work-based learning and digital leadership in enhancing employee well-being

Virtual work has been highlighted as an important business trend nowadays. Technostress caused by information and communication technology threatens employee well-being in a virtual context. We integrate insights from the Job Demands-Resources theory to explore the impact of technostress on employee well-being and examine work-based learning and digital leadership capability as buffers of this negative impact via the attenuating effect of work exhaustion. We collected multi-wave survey data from 300 virtual employees to test the theoretical model. Results revealed a significant negative impact of technostress on employee well-being. However, work-based learning and digital leadership capability buffered employees' well-being from this negative effect by reducing their work exhaustion. Our findings extend our understanding of work design and shed light on how to cope with virtual work demands.

Development and Contemporary Understanding of Work-Based Learning

Development and Contemporary Understanding of Work-Based Learning

The Impact of Work-Based Learning on Graduate’s Job Performance: Insights from School-in-Factory (SiF) Project

The School-in-Factory (SiF)is a pilot project for implementingdual technical and vocational education and training in Thailand by using a Work-based Learning approach with the combination of learning and working in the real process of work through the collaboration between the private company and educational institute. This study aims to evaluate the output and outcome of the SiF project by analyzing the program completion rate and the impact of the SiF project on the graduates' job performance in the labour market. The study employed both quantitative and qualitative approaches. The quantitative data is collected from official project records. The qualitative data is collected by using an open-ended.Itis found that 85%of the learners from the year 2017-2020successfully completed the SiF program (100 out of 117 learners). The impact of the SiF program has mostly contributed to the development ofsubject-oriented competence, that is technical knowledge and skills of the learners. The graduates reported that the SiF program has a positive impact on their performance where knowledge of the work process, ability to adapt to the workplace, and valuable work experience gained during training are the most valued impact. Moreover, from the perspective of the employers, the employees who graduated from the SiF program have shown their competencies in technical proficiency and job professional behaviour, constructive communication and expression, teamwork, job-related problem-solving skills. The results of the study stressed the importance of work-based learning where training at the company and learning attheclassroom are combined, like the SiF program, to support learnercompetency development. The SiF program has shown a strong collaboration with the private company partner in implementing work-based learning in Thailand. Further studies should be conducted to find out the financial benefits of the project.

The European Vocational Education and Training System: Towards a Unified Approach

The European vocational education and training system exhibits significant diversity, with each country implementing its unique approach. While a unified European solution is desirable, a lack of comprehensive knowledge in this area hinders the development of policies that could establish a basic model applicable to all countries, albeit with necessary variations due to socio-economic nuances. European policymakers and stakeholders recognize the importance of vocational education and training, including formats like Dual School and Work-based Learning. Nations have committed to common targets in their education and training strategies, driven by globalized competition and the need for professional workers skilled in new technologies. Nevertheless, with the support of established systems, this European solution shows great potential for seamless operation and effectiveness. A successful European strategy would take into account the advancements in technology, the unique regional and national characteristics of the workforce in terms of traditional skills and competencies, and notably, the available natural resources. These resources have become a crucial factor in industrial efficiency and competitiveness. Implementation of dual school models varies at the European level, influenced by national strategies shaped by local factors. Some countries prioritize collaboration with stakeholders and regulatory frameworks to optimize professional training, while others, like Romania and Bulgaria, are just beginning to adopt dual school laws, with emerging examples of best practices. Romania, in particular, has largely followed the German model due to economic influences. In 2006, the European Council recognized vocational training through dual schools as an excellent investment, yielding high returns, surpassing initial costs, and delivering long-term efficiency and productivity benefits.

Employment Skills Revisited: A Qualitative Exploration of Multi-Stakeholder Perspective in China’s “3+1” Higher Education Context

The issue of employment for university students is receiving significant attention in China, leading to educational reforms aimed at enhancing students’ employment skills and prospects. One such initiative is the “3+1” higher education programs, characterized by work-based learning. However, the effectiveness of this initiative falls short of expectations due to insufficient understanding of the up-to-date employment skills required by the industry. As such, this qualitative study explored stakeholders’ perceptions regarding the employment skills needed by students enrolled in “3+1” programs. Key challenges and strategies associated with developing students ‘ employment skills were identified through interviews with students, teachers, curriculum planners, industry leaders, and human resource professionals. Findings revealed a consensus among stakeholders on the importance of developing a holistic skill set, acquiring practical experience, increasing adaptability and resilience, embracing lifelong learning, and improving communication skills. Challenges included mismatches between academic learning and industry demands, limited industry exposure, soft skill deficiency, inadequate assessment, insufficient university-industry cooperation, and students’ low motivation, for which corresponding strategies were proposed. This study provides valuable insights into enhancing the employability of “3+1” graduates, emphasizing the importance of comprehensive education aligned with industry needs.

From “punks” at school to “superstars” at work: Social capital and educators’ asset-based perspectives of students in high school internships

High school internships provide students with valuable work-based learning experiences, career-oriented networking, and in-demand professional skills. In this study of high school principals, internship coordinators (“institutional agents”), and student interns, we highlight data from interviews and focus groups that substantiate the idea that internships can showcase students’ more diverse and latent aptitudes but are more effective when building upon students’ existing interests and abilities. Given the opportunity-focused goals of these programs, we recommend that school-based professionals adopt the language of social capital (or similar frameworks) to develop shared understandings between stakeholders and also critique existing conceptualizations to approach the work from asset-based and equity lenses.

The role of work-based learning (WBL) in achieving job satisfaction: An empirical study on retail companies in Egypt

The role of work-based learning (WBL) in achieving job satisfaction: An empirical study on retail companies in Egypt

Education Research: What Medical Students Value in Neurology Residents: A Qualitative Study to Inform Resident as Teacher Curricula.

Residents are responsible for much of the formal and informal teaching of neurology clerkship medical students. High-quality resident teachers can enhance clerkship satisfaction, decrease neurophobia, and increase specialty interest. To train such residents, some institutions have developed resident as teacher (RAT) curricula. Existing RAT curricula are highly variable, partly because of our limited understanding of medical student attitudes and expectations regarding the qualities and skills of effective resident teachers. We sought to identify important themes in resident teaching, based on qualitative analysis of written evaluations by students, to better inform future RAT curricula in neurology. Clerkship student evaluations of residents from 2012 to 2023 at a single institution were collected and anonymized. The narrative comments were thematically coded using conventional content analysis in an iterative process of reconciliation and recoding. Randomly selected evaluations were analyzed in batches of 50 at a time until thematic saturation was achieved. A total of 200 evaluations yielded 6 themes with 27 subthemes: (1) Work-based learning, teaching and assessment: "sets expectations," "student involvement in care," "student autonomy over care," "helps students prepare/practice," "gives feedback," "mentorship and coaching," and "challenges students"; (2) Attitudes as teacher: "likes to teach," "made time to teach," "inspirational/fun," "patience," "approachability," and "learner-centric"; (3) Learning environment: "safety" and "clear communication"; (4) Role modeling: "knowledge," "skills," "attitudes," and "leadership"; (5) Content of teaching: "clinical skills," "medical knowledge," "nonmedical topics," and "directed to further learning"; and (6) Context of teaching: "bedside/in exam room," "attending rounds," "in workflow," and "break for teaching." The most prevalent subthemes were "student involvement in care," "gives feedback," "safety," "made time to teach," and "approachability." In their written evaluations of neurology residents, medical students identified many attributes, skills, and methods that led to a positive learning experience. Many of these themes highlighted the importance of residents facilitating work-based learning, cultivating the learning environment, and serving as role models rather than formal teaching activities alone. We provide recommendations for further RAT curricular development informed by these results. Using these findings, we further illustrate how residents influence the tripartite interaction between the learner, their subject, and their environment seen in existing learning theories.

Evaluating the process of practice enhancement for exclusive breastfeeding (PEEB): a participatory action research approach for clinical innovation

BackgroundDespite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based Learning Groups (WBLGs) to enhance breastfeeding practices within Irish healthcare settings from the perspective of WBLG participants and facilitators.MethodsEmploying a PAR approach, interdisciplinary healthcare professionals across maternity, primary, and community care settings (n = 94) participated in monthly WBLGs facilitated by three research and practice experts. These sessions, conducted over nine months (November 2021 – July 2022), focused on critical reflective and experiential learning to identify and understand existing breastfeeding culture and practices. Data were collected through participant feedback, facilitator notes, and reflective exercises, with analysis centered on participant engagement and the effectiveness of WBLGs. This approach facilitated a comprehensive understanding of breastfeeding support challenges and opportunities, leading to the development of actionable themes and strategies for practice improvement.ResultsData analysis from WBLG participants led to the identification of five key themes: Empowerment, Ethos, Journey, Vision, and Personal Experience. These themes shaped the participants’ meta-narrative, emphasising a journey of knowledge-building and empowerment for breastfeeding women and supporting staff, underlining the importance of teamwork and multidisciplinary approaches. The project team’s evaluation highlighted four additional themes: Building Momentum, Balancing, Space Matters, and Being Present. These themes reflect the dynamics of the PAR process, highlighting the significance of creating a conducive environment for discussion, ensuring diverse engagement, and maintaining energy and focus to foster meaningful practice changes in breastfeeding support.ConclusionThis study highlights the potential of WBLGs and PAR to enhance the understanding and approach of healthcare professionals towards breastfeeding support. By fostering reflective and collaborative learning environments, the study has contributed to a deeper understanding of the challenges in breastfeeding support and identified key areas for improvement. The methodologies and themes identified hold promise to inform future practice and policy development in maternal and child health.

Undergraduate pharmacy students' perceptions and experiences of a student-led clinic providing preventative services.

Authentic work-based learning is crucial to facilitate the development and preparedness for training healthcare professionals. Such experiences are challenging to design and secure within the clinical environment. One School of Pharmacy established a student-led clinic to provide undergraduate pharmacy students the opportunity to practise physical assessment and communication skills with members of the public. The aim of this study was to explore students' thoughts and perspectives on this experience. Undergraduate students were invited to participate in a semi-structured interview after their clinic experience. Transcriptions of the interviews were analysed by reflexive thematic analysis. Twelve students agreed to an interview that took place between October and December 2022. Three themes were identified from the qualitative data which related to external factors that influenced student experience of the clinic, for example, organizational issues and impact of the physical environment; interactions within the clinic environment; and internalized learning for example, professional growth and development, and the appreciating the learning opportunity. In the current climate, where securing valuable work-based learning opportunity is challenging, student-led clinics offer an environment that is well-received by students and appears to facilitate student professional development. Student clinics are receiving more attention and investment across undergraduate healthcare programmes around the world given advantages such as these. However, they need to be well integrated and structured into the existing training and education and students need appropriate induction to prepare them for the experience and manage expectations.

Embedding Learning as a Practice of Value: Learning from the Experiences of Early Career Social Workers in Scotland

Abstract Across the Global North, professional learning for social workers has become a matter of concern. Efforts to ‘fix’ the problem have focused narrowly on formal methods of learning and show limited connect with recent research. In this article, we report on findings from a mixed-method longitudinal cohort study, which examined early career social workers experiences of learning over the first five years of professional practice. Drawing on a repeat-measure annual online survey, our findings provide an inside-view of how early career social workers in Scotland experience work-based learning over time and how professional learning for social workers can be enhanced. Quantitative and qualitative data were analysed using descriptive statistical analysis and reflexive thematic analysis respectively and integrated using a convergence coding matrix to identify meta-themes. Our findings support an integrative, developmental and ecological approach to professional learning, embedded in a value-led understanding of social work as practice. We invite the profession to embrace and embed learning as a ‘practice of value’, both as an antidote to managerial approaches to practice and learning and as a way of valuing the extraordinary work that social workers do.

Academic English course for the health sciences: evolution towards a flipped classroom

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

Effectiveness of work‐based learning training in secondary family and consumer sciences

AbstractThis mixed methods study investigated the effectiveness of work‐based learning (WBL) experiences in secondary Family and Consumer Sciences (FCS) programs, focusing on bridging the gap between secondary education and workforce readiness. Participants included secondary FCS teachers from public middle and high schools in Texas. The findings highlight WBL integration challenges due to varying levels of awareness, training, and industry partnerships among FCS educators. Enhancements in teacher training and stronger industry–education partnerships are recommended to improve the quality and diversity of WBL, aiming to better prepare students for dynamic workforce demands.