Educational orientation and employer influenced pedagogy: Practice and policy insights from three programmes in Europe
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Educational orientation and employer influenced pedagogy: Practice and policy insights from three programmes in EuropeFecha de publicación
2015xmlui.dri2xhtml.METS-1.0.item-edition
PostprintEditor
EmeraldCita bibliográfica
DEVINS, David; FERRANDEZ-BERRUECO, Reina; KEKALE, Tauno. Educational orientation and employer influenced pedagogy: Practice and policy insights from three programmes in Europe. Higher Education, Skills and Work-Based Learning, 2015, vol. 5, no 4, p. 352-368.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.emeraldinsight.com/doi/full/10.1108/HESWBL-03-2015-0010Palabras clave / Materias
Resumen
Purpose
– The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education ... [+]
Purpose
– The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe.
Design/methodology/approach
– The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.
Findings
– The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.
Research limitations/implications
– The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.
Practical implications
– The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.
Originality/value
– The paper provides a new framework and a unique analysis of programme level case studies from three European countries. [-]
Publicado en
Higher Education, Skills and Work-Based Learning, 2015, vol. 5, no 4, p. 352-368.Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- EDU_Articles [500]