Graduateness, Transdisciplinarity and Work-Based Learning Dr Anita Walsh Senior Lecturer in...

Graduateness, Transdisciplinarity and Work-Based LearningDr Anita WalshSenior Lecturer in Work-Based Learning [email protected]

Graduateness, Transdisciplinarity and WBL

What is the ‘new’ WBL?

Boud(2001): ‘the programme followed derives from the needs of the workplace and the learner rather than being controlled or framed by the disciplinary or professional curriculum: work is the curriculum’


‘Context rather than content became the crucial originating and organizing concept’ (Portwood, 2007)

From university perspective WBL is transdisciplinary – involves Mode 2 knowledge i.e. knowledge produced in context (Gibbons et al, 2000)

Graduateness, Transdisciplinarity and WBL Gibbons et al argue that Mode 2

knowledge cannot be judged by Mode 1 criteria (theory/application) because the knowledge involved is produced in context

Boud (2001): transdisciplinarity is ‘Being able to operate in knowledge environments in which disciplinary and professional knowledge is not dominant’


Lacking teachers and set curriculum frequently assumed that ‘learning through work may be weak, ad hoc, concrete and incidental’ and therefore not higher level

Here Billett (2002) highlights the perspective on WBL from within Mode 1 practice


Traditionally academic credibility and quality of learning assured through the disciplines – primacy given to theoretical knowledge

How ‘quality assure’ other knowledges? Biggs: functioning, Eraut: performance, Jarvis: practical – knowing that/when/what/how and why =integrated knowledge


Boud: assessing and awarding against explicit standards framework ensures appropriate achievement

Both Framework for Higher Education Qualifications and academic credit framework are generic and outcomes focused – equivalence?


‘Curriculum’ in WBL influenced by:

Chaiklin and Lave (1996) situated activity Wenger (1998) communities of practice Dewey (1997) experiential learning Knowles (1984) andragogy


Apple: ‘the curriculum is never simply a neutral assembly of knowledge .. It is always part of a selective tradition, someone’s selection, some group’s vision of legitimate knowledge’

In WBL power to select given to the learner/employer within a frame of non-negotiable elements relating to level/process etc


Need to reconcile three-party knowledge interests – those of learner, employer and university

Changes focus for academics – facilitation, negotiation, support, guidance and challenge (skills commonly used in supervision?)


WBL has practical focus. Issues for academics: ‘the place

of theory and critical reflection in an instrumentally driven programme and the place of generic versus context- specific learning’

Is ongoing debate relating to emerging practice.

Graduateness, Transdisciplinarity and WBL References:

Biggs, J. (2001) Teaching for Quality Learning at UniversityBillett, S. (2002) ‘Critiquing workplace learning discourses : Participation

and continuity at work’ in Studies in the Education of Adults Volume 34(1) pp 56-66

Boud, D. and Solomon, N. (Eds) (2001) Work-Based Learning : A New Higher Education? SRHE and Open University Press, Buckingham

Chaiklin, S. and Lave, J. (eds) (1996) Understanding Practice : Perspectives on activity and context. Cambridge University Press, Cambridge

Dewey, J. (1997) Experience and Education Touchstone, New YorkEraut, M. (2007) Developing Professional Knowledge and Competence

RoutledgeFalmer, Abingdon

Graduateness, Transdisciplinarity and WBL References (contd)

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S. and Scott, P. (Eds) (2000) The New Production of Knowledge : The Dynamics of Science and Research in Contemporary Societies Sage Publications, London

Jarvis, P. (1999) The Practitioner-Researcher : Developing Theory from Practice Jossey Bass, San Francisco

Knowles, M.S. and Associates (1984) Andragogy in Action : Applying Modern Principles of Adult Learning Jossey Bass, San Francisco

Portwood, D. (2001) ‘Towards an epistemology of Work-Based Learning : eliciting clues from Work-Based Learning Projects’ in Work-Based Learning Futures D. Young and J. Garnett (Eds) University Vocational Awards Council, Bolton

Wenger, E. (1998) Communities of Practice : Learning, Meaning and Identity Cambridge University Press, Cambridge

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