Talbot, Jon (2016). Theory and Practise in Work-Based Learning. An English Case Study. In Cendon, Eva, Mörth, Anita, Pellert, Ada (Hrsg.), Theorie und Praxis verzahnen. Lebenslanges Lernen an Hochschulen. Ergebnisse der wissenschaftlichen Begleitung des Bund-Länder-Wettbewerbs Aufstieg durch Bildung: offene Hochschulen (S. 103–120). Münster and New York: Waxmann.


This chapter analyses three themes: the role(s) of tutors, the linking of theory to practice and the assessment of competence with reference to the development of work-based learning (WBL) in the UK and elsewhere, using a framework developed at the University of Chester as a case study. There are various models of WBL in British higher education, each an attempt to create frameworks for learning that are as relevant as possible to the needs of adults in work. The development of WBL represents an attempt to solve some of the problems associated with traditional pedagogic practices, within the confines of a traditional academic assessment framework. Of interest to a German readership is the extent to which such pedagogic practices have been able to develop within the confines of otherwise conventional universities. The present case study of one WBL programme, the Work Based and Integrative Studies (WBIS) at the University of Chester, is, we believe among the most flexible higher education frameworks anywhere. It illustrates how far higher education can be developed to accommodate the needs of learners in the workplace.

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