Towards a pedagogy of work‐based learning: perceptions of work‐based learning in foundation degrees

Abstract

One of the features of foundation degrees (FDs) is the incorporation of work‐based learning (WBL) into the curriculum. WBL is seen as an important part of vocational programmes and is described by Foundation Degrees Forward (FDF) as a potentially radical approach to connecting work with learning. The Quality Assurance Agency (QAA), in its benchmark for FDs, stated that WBL is an integral part of FDs that enables learners to take appropriate roles in the workplace in order to learn and apply skills they have learned on the programme. This paper presents findings of a large evaluation study of the development and delivery of FDs at Kingston University in south‐west London, UK. As part of this evaluation data were sought from FD course directors and from students about WBL in their particular programmes. Findings from the evaluation showed variation in course directors' and students' understanding of WBL with emphasis on ‘work‐based’ and little emphasis on ‘learning’. As a result, a variety of diverse models of WBL are being used. The findings from this evaluative study are compared with the literature on models and definitions of WBL, as well as the literature on how students on vocational programmes learn. Conclusions are drawn about the use of WBL in vocationally‐orientated programmes, the consequences of mixed understandings and interpretations of WBL, and a pedagogy of WBL is proposed.

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