Learning in vivo

Employability depends on standing relative in hierarchy of jobseekers

Is Simon Roodhouse (2010: 25) remark cynical when he observes that a job-seeker’s understanding of the discipline or subject—which is a primary aim of university education—has little relevance to employability? What has relevance, however—citing Brown, Hesketh and Williams (2003), is on fulfilling the requirements of the specific job and “how one stands relative to others within a hierarchy of job seekers”. The latter in the current post-Apartheid South African context is further influenced by organisational corrective strategies with regard to the racial and gender mix of employees within departments.

Roodhouse (2010: 25) does add that higher education’s success in developing and delivering entry-to-work programmes is not doubted, neither higher education’s ability to qualifying people for work at higher levels doubted.

Roodhouse, S. 2010. Defining and theorizing university work-based learning (pp 21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.

Brown, P.; Hesketh, A. & Williams, S. 2003. Employability in a Knowledge Driven Economy. Journal of Education and Work, 16(2), pp 107-126.

Disorganised and confusing connection of business needs with HE provision

Simon Roodhouse (2010: 26) concludes that “mechanisms to connect business needs with higher education provision are generally disorganised and confusing”. He starts the section of saying that “in higher education, workforce development is often referred to as work-based learning and is increasingly recognised as a field of study” (p. 24). He cites Costley’s (2001) observation that such work-based learning by higher education institutions incorporates “the learning people do, for, in and through work” (emphasis added) and quotes examples of longevity:

• Sandwich courses (academic study interspaced with work experience) and placements (elsewhere called (cooperative and work-integrated education) for longer than a century.
• Structured continuing professional development courses which recognise knowledge gained through work experience.
• Formalised accreditation of prior and experiential learning (APEL) processes.
• Familiarity of learning contracts as instruments in education.

Costley (2001, in Roodhouse 2010: 25) identify synonyms including “work based, work related, placement activities, elective modules, independent study, APEL, reach out, CPD, work based learning”. She further indicates that in most cases work based learning forms part of existing programmes at universities; and that learning outcomes and assessment criteria are embedded in the subject knowledge areas derived from scholarly activities and research.

The lack of sustained engagement of higher education in workforce development is difficult to conceptualise, observes Roodhouse (2010: 25) and highlights his observation with the following University Vocational Awards Council (2002):

We somehow seem to be incapable of learning from experience. Succeeding generations of employers are still marooned in tedious development project steering committees whose proceedings take place in academic jargon. Frustrated academics are still struggling to secure placements and projects with the very companies who are lambasting the quality of their graduates’ work readiness.

Roodhouse (2010: 25) speculates that it could also be “intellectual scepticism amongst the academic community, that employability which is associated with work-based learning is nothing more than a continuous conflict between individuals, market demands and fluctuations”.

Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.

Flexibility value of work-based learning

Simon Roodhouse (2010: 26) indicates that “there is an increased interest in workplace learning” and “that those in work are increasingly undertaking work-based learning qualifications” for a number of good reasons:

• People can see a direct relevance between their studies and their role in the workplace’
• Those studying can obtain support from employers.
• Work-based programmes enable individuals to structure their studies around their individual interests and professional development.
• Those studying may negotiate the focus of study, context, timescales and their assessment.
• Such programmes allow for flexible fitting into working and personal lives.
• Studying towards an accredited qualification adds to commitment to professional roles held.
• Seeking career progression and increased earning through programmes.

Roodhouse (2010: 26-27) cites Durrant, Rhodes and Young (2009) that indicate the value of work-based learning for employers, namely:

• Employees execute real work projects resulting in direct benefits for the employer.
• Employees are motivated and focus more specifically on the challenges of the organisation.
• Employees engaged in work-based learning programmes are intimately engaged in organisational processes.
• Tangible and visible investment in the development of employees results in increased loyalty.
• Improved employee retention; advancement potential as result of enhanced capabilities and becoming a sought-after employer.
• Enabling employees on their path of self-actualisation and achieving their full potential.
• Employers can partner with a university in developing programmes that support both the professional development of employees as well as organisation improvement.
• The organisational culture can be changed through work-based learning programmes and projects.
• It is a means towards achieving organisational business plans.
• The university has a stake in employee development.

Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.

Work-based learning landscape densely populated

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.

The boundaries of work-based learning

The Higher Education Quality Committee (HEQC) of the South African Council for Higher Education (CHE), in its 2004 publication Criteria for Institutional Audits, defines (p. 26, emphasis added) work-based learning as “A component of a learning programme that focuses on the application of theory in an authentic, work-based context. It addresses specific competences identified for the acquisition of a qualification which relate to the development of skills that will make the learner employable and will assist in developing his/her personal skills. Employer and professional bodies are involved in the assessment of experiential learning, together with academic staff.” The publication further defines (p. 25) experiential learning as “A term traditionally used within the former technikon sector for work-based learning”.

Simon Roodhouse (2010: 21) presents the dominant theories underpinning work-based learning. He cites Costley (2001) as saying that work-based learning forms part of a cluster of concepts that include lifelong learning, employability and flexibility. Roodhouse (2010: 21) further cites Unwin and Fuller (2003) that differentiate between learning in the workplace and that is work-based. According the Unwin and Fuller (2003) workplace learning embraces all types of learning that “are generated or stimulated by the needs of the workplace” and may include formal or informal on-the-job, work-related off-the-job training as well as education. Roodhouse (2010: 21) additionally cites Boud and Symes (2000) that advocate workplace learning occurs as employees acquire new skills on a day-to-day basis in doing work, developing new approached and solve problems. Roodhouse (2010: 21-22) concurs with the University Vocational Awards Council (2005) observing that “it is evident there can be no single definition” of work-based learning, other than it is “learning (not teaching) and occurs in the workplace (rather on campus)” The University Vocational Awards Council (2005) further differentiates work related learning as “vocational programmes designed to prepare people for employment which often includes employer-determined competencies”. The University Vocational Awards Council (2005) asserts that work based learning in higher education is not specifically about training, but may take many forms and for a number of different purposes — “the emphasis is on identifying and demonstrating learning that has occurred through work based activity” regardless of how and where it may have been accomplished. Roodhouse (2010: 22) indicates that the guide to learning and employability of the Higher Education Academy supports the position emphasised directly above by stating that “it is not necessarily the experience of work itself that is paramount — rather it is the learning that an individual derives from that experience of work and from reflecting upon it.”

Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.

South Africa. 2004. Council for Higher Education, Higher Education Quality Committee. Criteria for Institutional Audits. Pretoria: Compress. Retrieved from Internet on 8 September 2004, from http://www.che.ac.za/documents/d000061/CHE_Institutional-Audit-Criteria_June2004.pdf