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dc.contributor.authorFerrández Berrueco, María Reina
dc.contributor.authorKekale, Tauno
dc.contributor.authorDevins, David
dc.date.accessioned2016-02-09T15:21:29Z
dc.date.available2016-02-09T15:21:29Z
dc.date.issued2016
dc.identifier.citationFERRANDEZ, Reina; KEKALE, Tauno; DEVINS, David. A framework for work-based learning: Basic pillars and the interactions between them. Higher Education, Skills and Work-Based Learning, 2016, vol. 6, no 1.ca_CA
dc.identifier.urihttp://hdl.handle.net/10234/149307
dc.description.abstractPurpose – European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education (HE) programmes that match curricula to current and future needs of the economy. The purpose of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key stages that enable higher education institutions (HEIs) to foster students’ learning, employability and innovation. Design/methodology/approach – Case studies of 14 European WBL programmes in HE are reported using interviews and document analysis. These case studies are used to develop a final framework and examples of practice. Findings – A framework was designed to develop WBL programmes that include three basic pillars and the interactions between them to enhance learning quality (doctrine), provide authentic experiences (authenticity) and respect the ways of developing and delivering WBL (culture). Research limitations/implications – While selecting the cases on this “best practices” basis, some important pitfalls were not discussed. Thus, rather than offering a definitive theory, the authors provide a framework of issues that should at least be taken into account in the different stages of planning, delivery and reflection. Practical implications – The framework is simultaneously a kind of “checklist” for WBL curriculum developers. Originality/value – The research presents 14 case studies from programmes recognized in six European countries and develops an original WBL programme planning, delivery and evaluation framework that can also be used as a checklist for HEIs offering WBL programmes.ca_CA
dc.format.extent25 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherEmeraldca_CA
dc.relation.isPartOfHigher Education, Skills and Work-Based Learning, 2016, vol. 6, no 1ca_CA
dc.subjectWork-based learningca_CA
dc.subjectCurriculum developmentca_CA
dc.subjectHigher educationca_CA
dc.subjectMarket needsca_CA
dc.subjectOrganizational practiceca_CA
dc.subjectStudents’ learningca_CA
dc.titleA framework for work-based learning: basic pillars and the interactions between themca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttp://dx.doi.org/10.1108/HESWBL-06-2014-0026
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttp://www.emeraldinsight.com/doi/abs/10.1108/HESWBL-06-2014-0026ca_CA
dc.editionPostprintca_CA


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