Work-Based Learning

Apprenticeship, work experience programme, clinical, practicum, field assignment, field research, professional year, cooperative education and service-learning are terms we associate with work-based learning; practices where learning is linked to experience in the world of work.

Trigwell and Reid (1998) provide a description of work-based learning developed by a working group at the University of Technology, Sydney as:

a range of educational practices which involves students learning in authentic work settings. The curriculum is significantly influenced by issues and challenges which emerge from the exigencies of work rather than predetermined academic content driven requirements (p. 142).

The description goes on to say that normally there is a relationship between the learner, employer and institution. An examination of the various work-based learning practices which exist reveals the varying degrees of control held by each of the parties to this relationship. Control extends to many issues of work placement, including those of desired learning outcomes, structure and types of work, structure of the learning activities, timing of work experience in the course or programme, connections to academic content, and assessment of learning outcomes. The degree of control may also shift where the experience is pre- or post-graduation.

The obvious benefit of work-based learning is the opportunity for immediate application in authentic work settings of the knowledge and skills gained in the classroom. There is the potential for far greater benefits but these benefits do not simply accrue as a matter of course. According to Martin (1996), years of research suggest that students learn more effectively when courses and programmes have clearly stated goals and standards, when they receive quality feedback, and when they are challenged and supported in their educational programmme. She says that it could be assumed that this would hold true for work-based learning programmes. Martin cites studies by Crebert (1995) and by Martin and Bowden (1992) showing that without goals, structure and support in work-based learning activities students felt that the programmes were inadequate, they felt a sense of lack of achievement and employers were dissatisfied. These studies point to the need for careful planning, monitoring during the experience, and collaboration between institutions, prospective employers and learners to maximise the value of work-based learning.

In addition to planning, monitoring and collaboration the importance of critical reflection by the learner should not be underestimated. In so much as doing something helps us learn, ‘thinking about’ what we are doing provides the link between action and understanding. Reflection is part of the experiential learning cycle (Dewey, 1938; Kolb, 1984), a cycle of concrete experience, reflection and elaboration on the experience, and repetition of the experience where observations made through reflection are tested in practice. It is this cycle of action and reflection on which the educational value of work-based learning depends.

Work-based learning will also occur after graduation, independent of the programmatic involvement of educational institutions. This recognises the importance of the institutions's role in preparing students for life-long learning.

• Crebert, G. (1995, April). Links between higher education and industry. Workplace- based learning programmes in Australia: practices and issues. Keynote address at the Workplace-Based Learning Seminar, Rugby, UK.
• Dewey, J. (1938). Experience and education. New York: McMillan.
• Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
• Martin, E. (1996). The effectiveness of different models of work-based university education (Report No. 19). Evaluations and Investigations Programme, Department of Employment, Education, Training and Youth Affairs (DEETYA). Canberra: Australian Government Publishing Service (AGPS).
• Martin, E. & Bowden, J. (1992). Perceptions of the function of a professional degree course. Research and Development in Higher Education, No. 13, HERDSA, Sydney.
• Trigwell, K. & Reid, A. (1998). Introduction: Work-based learning and the students’ perspective. Higher Education Research and Development, 17, 141 - 154.