This important book is for anyone who wants to make the most of work-based learning: employees, employers, educationalists, policy makers and researchers. It sheds light on ways of giving full-time employees the chance to take up learning opportunities which are of the same level and rigour as those on offer to the full time student. It approaches the subject from the perspective of the learner, drawing on case studies to provide detailed insight. It suggests that universities already have in place much of the machinery needed to support learners who are in work: they just don't make enough use of it. Look closely and you will find a substantial legacy of this kind of activity by universities. This is a book about seizing opportunities. In one volume, Understanding Work-Based Learning makes a valuable contribution to current employer engagement and learner demand debates, and provides first hand learner experiences to guide existing and potential work based learners, employers, educationalists, policy makers, and researchers.
Contents: Foreword; Introduction; Part I Making Sense of Work-Based Learning: The genesis of university work-based learning, Simon Roodhouse; Defining and theorizing university work-based learning, Simon Roodhouse; Legitimising work based learning programmes of study, Penny McCracken; University models of work-based validation, Tony Wall; Recognising, assessing and rewarding work experience, Jonathan Garnett; Supporting learners through mentoring in the workplace, Ann Minton. Part II The Learner's Experience: Introduction to case studies; Case study 1: an SME owner and an MBA; Case study 2: a police officer undertakes an external MBA; Case study 3: a supermarket dotcom training manager and a work-based degree; Case study 4: a senior manager, oil company vice president, and a PhD; Case study 5: a civil servant, a degree and professional qualifications; Case study 6: a care commission officer with the Scottish Commission for the Regulation of Care (care commission) and a graduate certificate; Case study 7: a learning architect, designing programmes that engage and a doctoral research programme; Case study 8: IT operations manager and a foundation degree in business management; Case study 9: a local authority manager and a work-based masters degree; Case study 10: working with children and learning recognition; Case study 11: a wife, mother, employee and a part-time degree; Case study 12: McDonalds and achieving a foundation degree; Case study lessons, John Mumford. Part III The Rights of the Learner: The informed learner; References; Index.
