Crosbie, Beth, Gerhardt, Trevor, Montgomery, Joel (2024) The use of problem-solving methodology to develop institutional and curricular change: work-integrated learning as a strategy of differentiation. Higher Education, Skills and Work-Based Learning, . E-ISSN 2042-3896. (doi:10.1108/HESWBL-01-2024-0020) (KAR id:106721)
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Official URL: https://doi.org/10.1108/HESWBL-01-2024-0020 |
Abstract
Purpose
Using a Problem Based Learning (PBL) approach, this paper examines whether internships can stand as a viable alternative to Higher Degree Apprenticeships (HDAs) within the UK Higher Education (HE) context. It was a process that was undertaken to identify work-integrated schemes as a part of a curriculum portfolio transformation project. This presented itself as a strategic avenue capable of fostering a competitive advantage (strategic differentiation), particularly in enhancing graduate employability through a differentiation in pedagogy employing Work-Integrated Learning (WIL).
Design/methodology/approach
This paper applied a PBL approach comprising of five distinct stages based on the McMaster Five-Point Strategy. This included the Problem Identification, Generating Solutions through a review of relevant literature and a case study, using an evaluation matrix to identify the best solution to Decide a Course of Action, Implementing the Solution and Evaluating the Solution. It presents an institutional and curriculum change project.
Findings
WIL can offer both strategic differentiation, an organisational distinctiveness within HE and Pedagogical differentiation, such as embedding internships in curriculum. This can be achieved by creating clear guidelines and expected outcome frameworks, bespoke feedback templates and enhanced collaboration, Experiential Learning pedagogy in the curriculum and the inclusion of other forms of WIL to further diversify and create a WIL organisational culture.
Practical implications
Practitioner use of applying problem-solving models for work-integrated curriculum planning.
Originality/value
We present a confluence of the concepts strategic differentiation and pedagogical differentiation using WIL as a conduit. We present this using a PBL evaluative review approach. The paper’s distinct contribution manifests in the formulation of three pivotal recommendations.
Item Type: | Article |
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DOI/Identification number: | 10.1108/HESWBL-01-2024-0020 |
Additional information: | This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com. |
Uncontrolled keywords: | work-integrated learning; internship, organisational change, problem based learning; strategic and pedagogic differentiation |
Subjects: | H Social Sciences > HF Commerce > HF5351 Business |
Divisions: | Divisions > Kent Business School - Division > Department of Leadership and Management |
Funders: | University of Kent (https://ror.org/00xkeyj56) |
Depositing User: | Joel Montgomery |
Date Deposited: | 29 Jul 2024 08:35 UTC |
Last Modified: | 30 Jul 2024 12:56 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/106721 (The current URI for this page, for reference purposes) |
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