The Experts below are selected from a list of 2872875 Experts worldwide ranked by ideXlab platform
Jonathan Garnett - One of the best experts on this subject based on the ideXlab platform.
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using work based and work applied Learning to enhance the intellectual capital of organisations
Journal of Work-Applied Management, 2016Co-Authors: Jonathan Garnett, Selva Abraham, Param AbrahamAbstract:Purpose The purpose of this paper is to show how Work-Based and work-applied Learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational Learning- and Work-Based Learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that Learning strategically. WAL is explicitly geared to bring about change and enhance the Learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the Work-Based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual Learning with organisational objectives positions Learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions Work-Based Learning and WAL as appropriate responses to the Learning needs of organisations as well as individuals.
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developing the structural capital of higher education institutions to support work based Learning programmes
2008Co-Authors: Jonathan Garnett, Barbara Workman, Alan Beadsmoore, Stevie BezencenetAbstract:Structural capital is concerned with the organising and structuring capability of an organisation and is expressed in formal policies, regulations, procedures, codes, functional business units, task groups, committees or less formal cultures, networks and practices which influence practices and procedures (Stewart 1997). This chapter identifies key aspects of the university’s structural capital which enable WBL programmes to function within the university and work with organisations to achieve successful partnerships in WBL. Structural capital enables HEI’s to meet the needs of the customer as in both learner and external organisation as well as enabling internal processes to respond to external demands (Edvinson & Malone 1997) and is explored within four illustrative case studies from two Universities. It discusses the structures required to support Learning partnerships, such as development of staff and flexible curricula. It considers some of the formal practices and procedures required to enable effective WBL programmes, such as academic accreditation of external Learning and training. It recognises the need for sound infrastructures to support Learning processes, such as administrative systems, which are able to acknowledge the non-traditional nature of WBL learners and respond to the particular needs of the learners and their organisations. Structural Capital (SC) is concerned with an organisation‟s structuring capability to meet the needs of the external customer, i.e. the learner/worker and external organisations SC is expressed in policies, regulations, procedures, task groups, committees, networks and practices and is reflected in the formal and informal infrastructure of knowledge held within an organisation SC‟s value is its contribution to an organisation‟s purpose through the formulation and dissemination of organisational aims and/or decision-making processes Identification of sources of SC assists the implementation of appropriate activities to support and facilitate WBL programmes and can indicate where staff or system development is required These activities include partnership working, staff development, resource allocation, curriculum design, facilitation and management of academic accreditation and administrative support systems
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work based Learning and the intellectual capital of universities and employers
The Learning Organization, 2001Co-Authors: Jonathan GarnettAbstract:This paper draws upon the extensive operating experience of work based Learning programmes by the National Centre for Work Based Learning Partnerships (NCWBLP) at Middlesex University to identify the potential for work based Learning to contribute to the intellectual capital not only of employer partners but also to the university. The paper argues that work based Learning has the potential to provide the university with a unique opportunity to develop a new kind of knowledge based partnership. The characteristics of such partnerships are discussed with reference to the description of intellectual capital advanced by Stewart and the typology of work based Learning put forward by Portwood.
Kate Irving - One of the best experts on this subject based on the ideXlab platform.
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assessment in work based Learning investigating a pedagogical approach to enhance student Learning
Assessment & Evaluation in Higher Education, 2007Co-Authors: Pandy Brodie, Kate IrvingAbstract:Work‐based Learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and postgraduate student Learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This paper presents a case study of how one medium sized institution, with experience of offering WBL for more than 20 years, has developed a pedagogical approach for both supporting and assessing WBL. The WBL model examined is based on the inter‐relationship and inter‐dependency between understanding Learning, critical reflection and the identification and development of capability within a WBL context. The paper considers each of the three areas in relation to its individual contribution and most importantly, in relation to the WBL process, as a means of developing a framework for academic, personal and capability development within a workplace setting. Critical to th...
Pau Maria - One of the best experts on this subject based on the ideXlab platform.
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The higher degree by research student as 'master': utilising a design thinking approach to improve learner experience in higher degree research supervision
'University of Wollongong Library', 2021Co-Authors: Van Der Laan Luke, Ormsby Gail, Fergusson Lee, Pau MariaAbstract:This article presents a Work-Based Learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the 'Master' of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (Work-Based Learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduate
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The higher degree by research student as ‘master’: Utilising a design thinking approach to improve learner experience in higher degree research supervision
'Sociological Research Online', 2021Co-Authors: Van Der Laan Luke, Ormsby Gail, Fergusson Lee, Pau MariaAbstract:This article presents a Work-Based Learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the “Master” of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (Work-Based Learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduates
Lyn Yates - One of the best experts on this subject based on the ideXlab platform.
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reconstructing the lifelong learner pedagogy and identity in individual organisational and social change
2003Co-Authors: Clive Chappell, Nicky Solomon, Mark Tennant, Carl Rhodes, Lyn YatesAbstract:This publication examines adult Learning for change through a number of diverse case studies and theoretical perspectives to demonstrate that personal change is bound to broadenorganisational and social change. The authors investigate the implications of theorising education as a means of self-change for educational practice. Case studies focus on self-help books, Work-Based Learning, corporate culture training, HIV/AIDS education, gender education, and sex offender education. The authors conclude with a study of how the experience of writing an academic text has contributed to their own identities.
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reconstructing the lifelong learner pedagogy and identity in individual organisational and social change
2003Co-Authors: Clive Chappell, Nicky Solomon, Mark Tennant, Carl Rhodes, Lyn YatesAbstract:How is adult Learning used to produce personal, organisational and social change? This interesting examination of adult Learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, Learning specialists and others concerned with promoting Learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: Self-help books. Work-Based Learning. Corporate culture training. AIDS education. Gender education. Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong Learning or change management in any way.
S Mylrea - One of the best experts on this subject based on the ideXlab platform.
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personal Learning outcomes of structured work based Learning in a summer vacation work placement in community pharmacy
International Journal of Pharmacy Practice, 2011Co-Authors: Judith A Rees, J H Collett, I Crowther, S MylreaAbstract:If Work-Based Learning is to become an acceptable and accredited part of an undergraduate course, it is essential to incorporate assessment methods in order to measure the students' Learning outcomes. Learning outcomes can be subject based or personal. The development of intra- and interpersonal skills by students as a result of Work-Based Learning would lend credit to such Learning. This paper describes the methods used to assess the development of students' personal Learning outcomes as a result of participation in structured Work-Based Learning activities in a vacation training programme in community pharmacy. Overall, quantitative and qualitative results show that, during Work-Based Learning, the students were able to develop personal skills such as communication, teamworking, motivation, confidence, professional attitudes and decision making. The development of some of these skills would be difficult to achieve in the academic environment.
