Abstract:

Scientific research shows that workplace learning has a positive effect on participation in higher education, which benefits social mobility. Additionally, there is substantial scientific evidence on the efficiency of learning in the workplace (Gear et al (1994), Eraut & Hirsch (2007), Felstead et al (2005)). Workplace learning is an efficient form of education for the development of professional identity (Engestrom, 2000), job-specific and academic skills (Lester & Costley, 2010) and personal growth (Poortman, 2007). Moreover, students are more motivated by learning in an environment that reflects the future work field (Shank, Berman & MacPherson, 1999).

However, scientific evidence for the effectiveness of dual learning in higher education as a specific form of workplace learning is harder to find (Costley & Dikerdem, 2011). Moreover, the development of the above skills in an authentic context is not automatic. A number of preconditions must be met.

With our research, funded by the European Social Fund, we want to make scientifically substantiated policy recommendations for higher education institutions regarding the development and implementation of dual training programs. Our central research questions are:
- What is the impact of dual learning (benefits and disadvantages) on both students in higher education and on teachers and the workfield involved?
- What are the most important critical success factors for efficient dual programs (for students, teachers and workfield)?

We use semi-structured interviews and focus groups with students and teachers (from dual and regular programs) as well as workfield actors. We also collect quantitative data (on motivation and wellbeing, future proof skills) from students and teachers. In total 5 professional bachelor programs from 2 Belgian educational institutions participate in this project. As a dual track runs in addition to a regular track in all but one of these programs, a comparison between both tracks is possible.

We started our research in September 2020 and collected data at different points in time throughout the following 2 academic years. Our final data collection is scheduled for May 2023.

(Preliminary) Results show that students who choose a dual program are likely to prefer practicebased learning. They look for extra challenges and new experiences. Dual track students are actively involved in their future and the professional choices they have to make and want to gain a better understanding of their future workfield. Generally they are positive about the dual program (exciting experiences, growing self confidence, feeling one of the team at the workplace) but they also indicate feelings of stress (due to a very busy schedule trying to combine responsibilities for school as well as workplace activities) and isolation (due to a lack of peers).

Additionally, results show that all parties involved indicate that dual learning programs have substantial benefits on students’ future proof skills including problem solving, self-direction, entrepreneurialism and social skills. However, to optimize these benefits teachers and workfield actors need to dedicate sufficient time to developing the program and to coaching and guiding the students involved. Extra attention should be given by the program to defining clear goals of the dual program for students. This demands strong and ongoing collaboration and communication between all parties involved.

Keywords:

Dual learning, work-based learning, workplace learning, future proof skills, soft skills, student-centered learning.