Credit bearing work-based learning: learning from other's practice
conference contributionposted on 02.03.2012 by Sarah Bamforth, Debra Lilley, Caroline Lowery, Adam Crawford
Any type of content contributed to an academic conference, such as papers, presentations, lectures or proceedings.
Work-based learning (WBL) in Higher Education (HE) encompasses a range of activities associated with employability and the workplace. This paper focuses on work-based learning in the context of learning for work, with campus-based learners gaining experience in the workplace, linked to formally accredited Higher Education programmes. In Engineering work-based learning typically involves industrial sandwich placements which may result in an additional award, such as a ‘diploma of industrial studies’, but rarely result in credit. In other disciplines such as Health and Medicine, however, there is a long tradition of awarding credit for work-based learning. This paper outlines the context and drivers for awarding credit for work based learning in Engineering and draws on literature, cross-discipline case studies and stakeholder perceptions to describe models of work-based learning and assessment practices appropriate to Engineering. It concludes by reflecting on the practical implications for academic institutions, staff, students and industrial supervisors involved.
- University Academic and Administrative Support
- Higher Education Academy Engineering Subject Centre