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Work-Based Learning in Ireland
This chapter explores the role of reflection and the development of reflexivity in programs of professional studies in higher education. Serving as empirical basis is a qualitative explorative longitudinal study with students in different master's programs at a University for Professional Studies, considering the students' perspective and their changing understanding and practice of reflection both at the workplace and in their studies. The students' perspective is complemented by an analysis of interviews with teachers in professional master's programs about their teaching strategies supporting students' learning. Linking these two perspectives leads to a developmental model of reflection over the course of studies that allows new ways of interpreting the reflective practitioner in higher education.
In Austria, binding training objectives are defined for the company-based part of dual training (approximately 70–80 per cent of total training time), but there are scarcely any normative specifications on how these are to be achieved and there is no systematic quality assurance of the practice. The conditions under which vocational training occurs in the company have also scarcely been studied scientifically. Against this background, two surveys (of training companies and apprentices) were used to empirically investigate how vocational learning is specifically designed in Austrian training companies. The results show that the Austrian dual apprenticeship training model can be described primarily as a model of youth employment and secondarily as a training model. But it addresses the two goals of social participation and skill acquisition in an interlocked way. The variance of designs of the company practice is closely linked to the differing motives of the training companies. Based on these results, conclusions are drawn for vocational training policy, educational practice and relevant research, which take up the empirical connection found between a work design conducive to learning and the concrete company design of apprenticeship.
Reflection is pivotal in Work-Based Learning to enable learning to be gained from experience. Effective reflection also aids self-efficacy and agency. However, more can be known regarding how reflection works in Work-Based Learning contexts and whether attendance, engagement, age and gender are important factors. An exploratory archival research complimented with an unstructured interview was conducted with a class of 27 business students studying a module on reflection on a Work-Based Learning programme. Descriptive statistics and a thematic analysis revealed that the probability of mastering reflection depended upon more than six weeks attendance as well as active engagement in reflective activities. Receiving feedback on journal entries enhanced understanding and application. Women were more likely to engage in feedback opportunities.
Purpose
The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study.
Design/methodology/approach
This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution.
Findings
At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project.
Originality/value
This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition.
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