Robert Grassberger and Sue Wilder
The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is…
Abstract
Purpose
The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is defined as one where participants study a current, ongoing situation over the entire semester. Students worked with an authentic client to solve an authentic problem. After the course concluded interviews were conducted. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.
Design/methodology/approach
This is an instrumental case study of a work-based instructional design used to improve student engagement and learning outcomes.
Findings
Students worked with an authentic client to solve an authentic problem. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.
Practical implications
Higher education (HE) instructors are expected to teach students knowledge and skills that will be valuable at work and in life after graduation. Using a living case allows students to extract learning directly from the work experience. By using the concepts and the tools in an authentic, living case, students gain experience and concrete knowledge.
Originality/value
This study extends past research on connecting classroom learning and work experience. It looks at how a course designed using a living case study can be used to improve learner engagement and create longer term value for students.
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Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current…
Abstract
Purpose
Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current government policy, and explore current issues around the further development of apprenticeships.
Design/methodology/approach
Desk research, including reviewing other research articles and labour market intelligence has been carried out to provide a general overview of the issues.
Findings
Apprenticeships have traditionally been regarded as the vocational route to stable employment. Although they have sometimes suffered from a poor reputation they are now becoming an increasingly popular option for both younger and older people. The knowledge economy is driving up the demand for higher level skills and concurrent with this is the notion that, in today's competitive labour market, experience is vital. Not only has this impacted on the popularity of apprenticeships but also upon more traditional “academic” routes such as higher education (HE). In addition it has raised questions about higher level skills and vocational education. The introduction of Higher Apprenticeships and work experience/real world interactions built into HE courses are establishing synergies between the two elements of the skills/education system; however, developing these synergies further is a critical issue for future consideration.
Originality/value
There is a proliferation of publications tracking the nature and value of apprenticeships. This paper traces apprenticeships and their evolution and examines how practices adopted can be applied to newer vocational options being integrated into HE. The paper considers apprenticeships and other vocational options, building on the author's own discussions with employers and recent graduates.
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David Devins, Reina Ferrández-Berrueco and Tauno Kekale
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…
Abstract
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.
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The purpose of this paper is to explore the issues around a multiple generational workforce and more specifically, the challenges and benefits for education providers and…
Abstract
Purpose
The purpose of this paper is to explore the issues around a multiple generational workforce and more specifically, the challenges and benefits for education providers and employers.
Design/methodology/approach
Reviewing research papers, analysing academic texts, interrogating market intelligence and contextualising case studies, the paper examines the “experience” or “qualifications” debate alongside the similarities, differences and overlaps of the cross‐generational workforce, with a view to offering education/training solutions.
Findings
Demographic forecasts suggest that the UK workplace will imminently be dominated by older, experienced employees. As the composition of the workplace shifts, examining the inter‐relationship between groups of workers of different ages/profiles who have different skills, attitudes, expectations and learning styles is vital. The synergy caused by this inter‐mingling cannot help but impact on employers, sectors and higher education institutions.
Research limitations/implications
Data around the “older” graduate is not readily available – there is still an implicit belief that “graduate” means approximately 21/22 years old. Whilst many general demographic forecasts are produced, the future is still relatively unknown.
Originality/value
The paper builds upon the authors’ own original research into the employment market from an HE perspective. Little has been so far published around how the generations might usefully work together, especially the idea of adapting the skills and maximising on the overlaps of different generational profiles. The exploration of the hybrid graduate is also a new area for academic research.
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Qi Sun and Haijun Kang
The globalization of the market economy and the technology revolution present multiple demands for education to meet the needs of the knowledge society. In this global context…
Abstract
Purpose
The globalization of the market economy and the technology revolution present multiple demands for education to meet the needs of the knowledge society. In this global context, work-based learning (WBL) has become increasingly valuable and critical for individuals and governments to enhance employability and to produce competitive workforces. Yet, the interdependence nature of globalization urges us to learn from each other the various theoretical and methodological approaches to WBL. Applying an appreciative inquiry, the purpose of this paper is to propose the transformation of current WBL practices by integrating or “meshing” Confucian Learning Model (CLM) into Western approaches for sustainable human development in this multi-cultural economic-driven global context.
Design/methodology/approach
This study is grounded in literature review and critical examination of profound pedagogical theories and practices from both Western and Eastern perspectives. Western education philosophies, learning theories, and models are critically examined and contrasted with CLM an important Eastern perspective in order to identify the major limitations of current WBL development. Appreciative inquiry and comparative view are applied as methods to highlight the significance of integrating or meshing CLM into the Western approaches to transform current WBL practices in this global context.
Findings
WBL has greatly benefited current workforce development worldwide, which is well documented in the literature. However, through futuristic and holistic human development perspectives, current WBL development is seen as moving toward pragmatism and utilitarianism due to overemphasizing the use of education for economic competition and for satisfying employers’ immediate work/job needs. Through an “appreciative eye” and comparative lens, this paper helps identify an urgent need to integrate or mesh CLM, an important Eastern perspective, into Western perspectives for enhanced theoretical foundations and more holistic and systemic practical approaches to transform current WBL practices for global sustainable human development.
Originality/value
This paper employs a unique method of “appreciative eye” and comparative lens through which scholars and practitioners may identify what is missing but needed in current WBL development in the global context. It is through this unique approach that this paper increases the reader’s awareness of the limitations of current WBL practices, guides them to envision how to fully prepare and release the potential of the twenty-first century workforce, and calls for integrating or “meshing” CLM into the various Western approaches for a more holistic perspective for the possible transformation of current WBL practices worldwide.
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In 2011, Skills CFA was successful in gaining funding to develop two Higher Apprenticeships in Human Resource Management (HRM) and Project management. The purpose of this paper is…
Abstract
Purpose
In 2011, Skills CFA was successful in gaining funding to develop two Higher Apprenticeships in Human Resource Management (HRM) and Project management. The purpose of this paper is to present case studies of how these apprenticeship frameworks have been developed and future benefits.
Design/methodology/approach
Information presented in the paper is drawn from the organisation's own work in developing two Higher Apprenticeship programmes. It builds on information incorporated in the original bid and project plan, as well as on‐going evaluation of how the programme is progressing.
Findings
Recent studies undertaken by CIPD and CFA show that employers are becoming more accepted in the HR and professional sector, with a number of respondents feeling that the development of such frameworks will help attract good quality candidates to the profession. Within the sector there are very few graduate training schemes and limited funds to support the development of individuals. The paper highlights how the two schemes have been created in response to these issues and also how it can support development of the sector.
Originality/value
The paper is based on the author's own experience and employer consultation. It presents a case study of an apprenticeship programme specific to the author's organisation.
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Following a successful bid to the National Apprenticeship Service, the Peter Jones Foundation was awarded funding to develop a level 5 Higher Apprenticeship in Innovation and…
Abstract
Purpose
Following a successful bid to the National Apprenticeship Service, the Peter Jones Foundation was awarded funding to develop a level 5 Higher Apprenticeship in Innovation and Growth. The purpose of this paper is to present a case study of how the apprenticeship was developed and the impact it will have on future managers and leaders in the business sector.
Design/methodology/approach
Information presented in the paper is drawn from the organisation's own work in developing a higher apprenticeship (HA). It builds on information incorporated in the original bid and project plan, as well as on‐going evaluation of how the programme is progressing.
Findings
The development of a level 5 Higher Apprenticeship in Innovation and Growth provides a progression for those people who have already undertaken a level 3 Enterprise Apprenticeship and also offers young people a new and speedier route to a career in business. Responding to gaps in intrapreneurial skills in SMEs and larger companies, the HA builds and develops these and aims to identify and nurture entrepreneurial talent. The evolution of this apprenticeship and potential benefits are brought to light in this case study.
Originality/value
The paper is based on the author's own experience and employer consultation. It presents a case study of an apprenticeship programme specific to the author's organisation.
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In 2011, Cogent SSC Ltd was awarded funding to develop a Higher Apprenticeship in Life Sciences. The purpose of this paper is to outline the Developing Science Professional…
Abstract
Purpose
In 2011, Cogent SSC Ltd was awarded funding to develop a Higher Apprenticeship in Life Sciences. The purpose of this paper is to outline the Developing Science Professional programme, how it was developed and what will be delivered.
Design/methodology/approach
Information presented in the paper is drawn from the organisation's own work in developing a Higher Apprenticeship. It builds on information incorporated in the original bid and how the project is being developed.
Findings
Research undertaken by Cogent highlighted that many employers are looking for work‐ready, fit for purpose employees to take up key scientific roles across their workforce. This suggests there is an appetite for a programme such as Developing Science Professionals which aims to train science technicians to a higher level. The development of the Higher Apprenticeship and potential impact are showcased in this case study.
Originality
The paper is based on the author's own experience and presents a case study of an apprenticeship programme specific to the author's organisation.