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A case study exploring the motivation and experience of members of the academy when they engage in work-based learning with employers.

Fisher, Sandra Hilary (2011) A case study exploring the motivation and experience of members of the academy when they engage in work-based learning with employers. EdD thesis, University of Sheffield.

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This research study explores the motivation and experience of a group of academics, based in the same large publicly funded higher education institute (HEI) in Ireland, who are actively engaging in Work-based Learning (WBL) curriculum development and delivery with employers and professional bodies aimed at meeting the learning needs of the workplace. Using case study methodology, sixteen academics together with four functional leaders were interviewed. As participants understand the term 'industry' includes their Institute's engagement with public and private sector employers and professional bodies, where appropriate in this research study this term is used. The research began before the onset of the recession in Ireland in 2008. For HEIs the last few years have been a period of change and uncertainty. The research finds that the academics who participated in this study are motivated to engage in WBL curriculum development and delivery with industry for two reasons. Firstly, they perceive it as a mode of academic development which informs the development of institutional curricula and their practice generally. Secondly, these academics consider engagement in the activity as supporting the continuation of their School's tradition of service to industry, part-time students and alumni. The findings also suggest that while challenges and tensions may arise during the development and delivery of WBL curricula with industry, within the participants' Institute the voluntary, reactive, fragmented and marginal basis of the activity inhibits the development of policies and practices which might alleviate these challenges and tensions. Senior management within the Institute recognise that national funding policies make it challenging for HEls to develop activities such as WBL initiatives with industry. The research concludes by proposing that in order to exploit the potential of HEIs' engagement in WBL with employers, national and institutional policies need to be developed which recognise, develop, and sustain it as a mainstream HEI activity.

Item Type: Thesis (EdD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.575412
Depositing User: EThOS Import Sheffield
Date Deposited: 16 Jan 2017 15:06
Last Modified: 16 Jan 2017 15:06
URI: http://etheses.whiterose.ac.uk/id/eprint/14592

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