Equity and access as keys for opening open learning: the case for virtually facilitated work-based learning

van der Laan, Luke and Neary, Liz (2016) Equity and access as keys for opening open learning: the case for virtually facilitated work-based learning. In: Open learning and formal credentialing in higher education: curriculum models and institutional policies. Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series. Information Science Reference (IGI Global), Hershey, PA. United States, pp. 263-290. ISBN 978-1-4666-8856-8


This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age’ of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Accepted version, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 15 Mar 2017 02:19
Last Modified: 21 Sep 2018 03:41
Uncontrolled Keywords: access, equity, lifelong learning, mega-drivers, MOOCs, open educational resources, professional studies, work-based learning
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/30908

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