Simon Roodhouse (2010: 22) observes that the work-based learning landscape became more densely populated — located on various territories are diverse partners, players and cultures. A notion that frequents discourses is flexibility. Both organisations and higher education are required to respond rapidly and flexibly to changes in labour needs. This may imply working collaboratively in order to most effectively achieve goals. Concomitant with the need for flexible organisations is an emphasis on flexible learning with regard to modes of delivery, assessment methodologies, contexts, levels of learning within and across organisations. With result that flexible learning and work-based learning are used almost interchangeably.
Simon Roodhouse (2010: 23) points out that “online and distance learning mechanisms” along with work-based learning avenues are regarded important means of flexible learning. Simon Roodhouse (2010: 23) asserts that an emerging discrete university subject is work-based learning. It is taught, studied and researched as a ‘field of study’ in its own right. In contrast to historically sometimes undertaken part-time while at work; the demonstration of ability to reflect upon skills and knowledge acquired and the approach to work are important — often labelled ‘professional practice’. The development of occupational practice from work-based learning programmes is often separately assessed by employers. According to Roodhouse (2010: 23) “the emphasis in this model is on what has and can be learnt at work by carrying out the job, interacting with colleagues and identifying and reflecting on processes and procedures, the corporate memory relies on being employed.” Roodhouse (2010: 23) concludes by citing Durrant, Rhodes and Young (2009) “in short, work-based learning is for anyone who is regularly engaged in work (or undertakes periods of contractual work sufficiently long enough to complete a programme of study), whatever the nature of that work.”
Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.
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