Work-based learning in higher education: approaches and application to promote social justice

Phillips, Olaide (2022) Work-based learning in higher education: approaches and application to promote social justice. Investigations in university teaching and learning, 13. ISSN 1740-5106

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Abstract / Description

Work based learning is beneficial for less advantaged students (Pennington et al, 2013) as it provides a ‘landscape of practice’ (Wenger-Trayner and Wenger-Trayner 2015) where students are able to test their ideas (Wilton, 2012) and develop their professional identities and sense of employability (Yorke and Knight, 2006).. There are a range of different approaches and perspectives to WBL. No particular model has been identified as the ‘best’ approach (Pegg et al. 2012). However, what is clear from research is that the focus on skills and attributes within WBL is successful when students take control of their learning by evaluation and reflection (viz Education for Social Justice Framework [ESJF] 2019).

Item Type:	Article
Additional Information:	This article may not be reproduced in any form or by any means without the prior written permission of the publisher
Uncontrolled Keywords:	Investigations in university teaching and learning, work-based learning, psychology, social justice
Subjects:	300 Social sciences > 370 Education
Department:	Centre for Professional Education and Development (CPED)
Depositing User:	John Desire
Date Deposited:	27 Jun 2022 09:49
Last Modified:	27 Jun 2022 09:49
URI:	https://repository.londonmet.ac.uk/id/eprint/7756

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