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This book focuses on a renewed interest in work based learning in
higher education. Due to an increased emphasis on employability in
the graduate population, supported by wider policy changes, work
based learning is becoming an increasingly pressing issue in higher
education. The authors detail innovations from a breadth of UK
universities, where academics have creatively addressed changes in
work based learning structure, pedagogy and support systems. These
changes in turn recognise the impact of real-life learning
experiences on student progression, on both an academic development
and a personally transformative level. Encompassing a wide variety
of topics, the examples within the book are supported by theory and
carefully detailed practice pedagogy. This valuable edited
collection will be of interest to practitioners and scholars of
work based learning and higher education, as well as a useful
practical guide for academic developers.
This book focuses on a renewed interest in work based learning in
higher education. Due to an increased emphasis on employability in
the graduate population, supported by wider policy changes, work
based learning is becoming an increasingly pressing issue in higher
education. The authors detail innovations from a breadth of UK
universities, where academics have creatively addressed changes in
work based learning structure, pedagogy and support systems. These
changes in turn recognise the impact of real-life learning
experiences on student progression, on both an academic development
and a personally transformative level. Encompassing a wide variety
of topics, the examples within the book are supported by theory and
carefully detailed practice pedagogy. This valuable edited
collection will be of interest to practitioners and scholars of
work based learning and higher education, as well as a useful
practical guide for academic developers.
This open access book critiques real world learning across both the
curriculum and extracurricular activities. Drawing on disciplines
as diverse as business, health, fashion, sociology and geography,
the editors and authors employ a cross-disciplinary approach to
examine how this concept is being applied in higher education.
Divided into three parts, the authors and contributors analyse
broader applications of real world learning, student experience of
practicing in a real world setting, and how learning strategies can
be employed to engage students in real world learning. The editors
and contributors provide up-to-date, cross-disciplinary and
international insights into how real world learning could be
integrated into the higher education curriculum to support
effective, relevant and life-long learning for 21st century
students.
This open access book critiques real world learning across both the
curriculum and extracurricular activities. Drawing on disciplines
as diverse as business, health, fashion, sociology and geography,
the editors and authors employ a cross-disciplinary approach to
examine how this concept is being applied in higher education.
Divided into three parts, the authors and contributors analyse
broader applications of real world learning, student experience of
practicing in a real world setting, and how learning strategies can
be employed to engage students in real world learning. The editors
and contributors provide up-to-date, cross-disciplinary and
international insights into how real world learning could be
integrated into the higher education curriculum to support
effective, relevant and life-long learning for 21st century
students.
This edited collection addresses the need of evaluating innovative
or non-traditional academic schemes for understanding their
feasibility in extraordinary educational environments. The
individual chapters are enriched with robust appraisals of policies
and practices linked to academic innovations in higher education
during the unprecedented COVID-19 pandemic. The case studies report
wide-ranging teaching, learning and academic support practices
within online, open, blended and distance learning models. The
findings supply two domains of scholarship: evidence-based
scenarios through real-world case studies, and a critical
evaluation of educational quality through research-informed
argument. The evidence gathered from countries, such as Australia,
Bangladesh, Canada, China, India, Malaysia, Nepal, Saudi Arabia,
Thailand, and the UK show empowering and deterring elements of
academic innovation amid disruptions. Although this book highlights
academic innovations in disruptive situations, they emerge as
powerful tools and approaches to be considered in traditional face
to face learning.
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