Search results

The purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work‐based learning (WBL) module designed for full‐time business students who are working part time to fund their progress through university.

Primary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self‐selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.

Some recent literature suggests that part‐time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.

The research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.

Given the economic necessity for full‐time students to engage in part‐time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non‐vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.

There is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part‐time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.

The design of the WBL unit and the research is original to the authors. All secondary sources are cited.

This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre‐requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment.

The authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small‐scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre‐determined and emergent themes.

There is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not.

This study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part‐time/casual (student) employees.

There is very little published research on this form of work based learning.