Abstract:

This study discusses the use of Work Based Learning (WBL) as a means of developing students’ applied knowledge within an online postgraduate education programme in Ireland. Aligning with the view of the World Economic Forum (2022), it addresses the ongoing need for education innovation and the supports required for the development of skills in a digitalised future.

Work Based Learning is an educational strategy that provides students with the opportunity to put theory into practice with real-life work experiences (IE University, 2021). Virtanen and Tynjala (2008) promote the connective model of workplace learning in order to ensure a connection between both formal and informal learning. Here, this is achieved in a collaborative setting where applied learning is complemented by peer learning. The innovation that occurs through WBL initiatives such as this is highlighted by Thomas and Murphy (2019), who note that the workplace itself becomes the site of learning and the subject of the curriculum.

The cohort of learners involved in this WBL initiative generally complete a postgraduate programme in business and engineering related disciplines. The profile of learners includes professionally driven and highly qualified experts in their field, who are lifelong learners and are furthering their professional development through the medium of online education, while in employment.

The WBL assessment model adopted for this study requires learners to research their own industry or sector and their organisation’s position within the industry. Three assessment components are included:
- Research: learners are required to establish best practice within their industry, necessitating the application of research skills, critical thinking and engagement, and academic writing.
- Application: learners identify the gap between their own work-place practice and industry best practice and determine the best way to bridge that gap. This requires skills and competencies such as active listening, the ability to give and receive peer review and feedback, and to communicate ideas effectively to colleagues and sponsors.
- Presentation: learners present their work to an audience of their sponsors, faculty and peers at the end of the module. Peers and sponsors provide feedback on the presentation allowing the learner to critically evaluate that feedback and if relevant, to incorporate that into their final work.

Through this approach WBL provides the opportunity for learners to develop skills and competencies relevant to their workplace and to gain credit for their learning through the academic programme.

Three key benefits have been identified from the use of this WBL initiative: the Learner broadens their knowledge base of the industry they are currently employed in and shares this with sponsors, leading to potential career advancement opportunities; the Sponsor benefits from additional insights into the broader industry and new innovations within their organisation; while the University strengthens links with industry, which may lead to additional sponsorships for students, new programme development and research collaboration.

Challenges associated with the implementation of this approach include: a lack of support from industry sponsors, in particular relating to intellectual property;

Keywords:

Work based Learning, Worth.