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Macmillan Higher Education Palgrave Higher Education

Facilitating Work-Based Learning

A Handbook for Tutors

ISBN 9781137403247
Publication Date November 2017
Formats Paperback Ebook 
Publisher Palgrave
Series Palgrave Teaching and Learning

Work-based learning routes are a versatile and innovative way to gain higher education qualifications. This book reflects that flexibility and prepares tutors for helping work-based students learn in a variety of ways at both undergraduate and postgraduate level. Offering practical information and advice, the book covers the major aspects of work-based learning, which include:

• accreditation of prior learning (APL)
• work-based projects
• learning agreements
• relevant innovative assessment methods
• quality assurance and enhancement mechanisms
• how technology can be utilised as a learning tool.

Featuring activities, case studies and useful hints and tips informed by a range of international scholars, it's the ideal companion for tutors of work-based learning students.

Ruth Helyer is Head of Workforce Development (Research & Policy) at Teesside University, UK and a National Teaching Fellow of the Higher Education Academy.

Notes on Contributors
Key subjects and words
1. How does Work-Based Learning fit into Higher Education?
2. Learning, Teaching and Assessment in Work-based learning
3. Flexible Frameworks and Building Blocks
4. Negotiation and Work-based Learning
5. Recognising and accrediting prior experiential learning
6. Turning practitioners in practitioner-researchers
7. Supporting Work-based learners
8. Quality enhancement and work-based learning
9. Using social media to enhance work-based learning
10. Learning in the workplace globally
11. Learning to learn
12. A transcultural dance: enriching work-based learning facilitation
13. Promoting learning through work-based experience: mimetic learning in action
Appendix 1: Ethics and the work-based learner
Appendix 2: Some research terms


comprehensive and includes all the key writing skills elements in one text.' - Nigel Cassidy, Keele University, UK
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