Organisational & Personal Impacts of a Work-Based Learning & Research Programme in Australia

Baker, Shayne and van der Laan, Luke ORCID: https://orcid.org/0000-0003-2275-8974 and Fergusson, Lee (2020) Organisational & Personal Impacts of a Work-Based Learning & Research Programme in Australia. In: 7th International Conference on Professional & Practice Based Doctorates (ICPPD21), 30-31 March 2020, York, England.

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Abstract

The philosophical approach of work-based learning (WBL) characterizes how practice professionals learn and develop knowledge to participate effectively in a civil society. Specifically, the approach explains the relationship between the professional, the world in which they work, learning from, through and at work, as well as the potential impact work has on organisations and society more generally. Similarly, the WBL pedagogy translates that philosophical orientation into a working educational model of knowledge, learning and research. Application of the pedagogy is said to not only enhance professional practice and contribute to academic and organisational knowledge, but also personal transformation and career development.

This paper reports on the organisational and personal outcomes of a work-based learning higher degree by research programme at the University of Southern Queensland in Australia. As such it will provide a clear statement on what is meant by practice and the pedagogical application that has been developed through the programme over the last decade.

Similar with other WBL higher education programmes, Professional Studies draws from a broad multidisciplinary base of knowledge and expertise, with input from professionals and practice domains around Australia, Asia and the Middle East. The paper outlines the impacts of the programme at two levels: 1) the programme from a holistic perspective; and 2) the level of professional practice. To accomplish the first, we describe the programme from a holistic perspective and examine standard metrics. At the level of the professional practice, we present findings from cases by programme graduates across three disciplines: policing and public service; nursing and allied health; and professional development in education.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Poster)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 21 Jun 2021 05:41
Last Modified: 01 Jul 2021 06:07
Uncontrolled Keywords: work-based learning, practice, professional studies, organisational impacts
Fields of Research (2008): 13 Education > 1301 Education Systems > 130199 Education systems not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390308 Technical, further and workplace education
39 EDUCATION > 3901 Curriculum and pedagogy > 390114 Vocational education and training curriculum and pedagogy
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
C Society > 93 Education and Training > 9399 Other Education and Training > 939908 Workforce Transition and Employment
C Society > 93 Education and Training > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160206 Workforce transition and employment
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160104 Professional development and adult education
URI: http://eprints.usq.edu.au/id/eprint/42287

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