The field of work and learning within higher education has been an inclusive and strategic one within practice and public policy. One of the goals of the network is to disseminate research and knowledge-based activities that will inform both practitioners, researchers and policy makers about this strand of higher education studies (undergraduate, post graduate and doctoral). We value the contributions of those with expertise who have guided the field over time and are actively seeking newer practitioners and researchers who advocate for any form or learning in the workplace including work-based, work-integrated, apprenticeships, placements, continued professional development, recognition of prior learning and lifelong learning.
A newly published Worldwide Bibliometric of Work-Based Learning Research indexed in the Web of Science Core Collection found an increase of publications on Work-based learning over the last 30 years: Education & Educational Research as the most frequent research area to which WBL articles were assigned, the UK and Australia as the main countries and the University of Middlesex in the UK and Monash University in Australia as the main organizations producing knowledge on WBL.
The United Kingdom has more than 48.0% of the total publications, followed by Australia (15.1%) and the United States (11.0%). These percentages predominantly relate to the use of WBL in English-speaking countries for more than 30 years at higher education level.
The paper goes on to say that it is noteworthy that there is now a number of European countries generating and publishing knowledge on WBL. This data may be explained by the European Union's policy on education, training and professional development.
This reflects a growing interest of the scientific community on WBL as a teaching and learning strategy. In addition, WBL is strengthening its development as a curricular practice and promoting research in several areas, such as overhauling corporate governance; inclusive workplaces, flexible working and disadvantaged groups; investment in skills, lifelong learning and well-being; and re-balancing working practices and rights
Bezerra, J., Batista Mota, F., Waltz Comarú, M., Amara Maciel Braga, L., Fernandes Moutinho Rocha, L., Roberto Carvalho, P., Alexandre da Fonseca Tinoca, L. and Matos Lopes, R. (2020), "A worldwide bibliometric and network analysis of work-based learning research", Higher Education, Skills and Work-Based Learning, first published on-line. https://doi.org/10.1108/HESWBL-03-2020-0035
CRADLE (Centre for Research in Assessment and Digital Learning) : Assessing work-integrated learning programs:
a guide to effective assessment design, David Boud, Rola Ajjawi, Joanna Tai, Deakin University