Read about our latest celebrations, achievements and work in progress in September’s newsletter.
The Universities Association for Lifelong Learning have published their Work and Learning Network Newsletter. You can download it here.
This article considers the extent to which the legal framework of Higher Education in the UK (2000- 2010) responded to the needs of the professional work-based student, while in both employment and study.
Drawing on Case Law, Education Law and the body of literature on Work-Based Learning (WBL) it discusses the context of the professional student and the relationship between the learner, the employer and the HEI, primarily from a legal perspective.
Professional work-based students usually gain highly work-applicable learning through creative academic and experiential methodologies, however they are situated between the provisions of education law and employment law without specific legal protection for their position.
This article argues for a more creative approach to brokering an innovative, ethical and productive relationship between the HEI, the employer and the employee as a work-based learner. More effective relationships between these key stakeholders would enable the proper recognition, accreditation and safeguarding of a highly creative way of adult learning.
Welcome to the February edition of the newsletter.
February has been a month of taking stock as well as seeing what is in the diary for later in the year. Universities and colleges in the UK are already running to schedule for 2020-2021, although this year with the continuing Covid-19 pandemic, many are still experiencing unforeseen changes such as how best to re-open the physical spaces in which we work. Early planning for 2021-2022 is already underway. In this issue, we note the need to touch base with recent policy and sector changes that are influencing medium to long term strategies. There are also some online conferences to note.
You can continue reading the newsletter here.
Reflecting developments in the field of professional doctorates, for its 7th iteration, the International Conference on Professional Doctorates transforms into the International Conference on Professional and Practice Doctorates.
The ICPPD conference series, run in partnership with Middlesex University since 2009, is now the leading event focusing on the development, provision and impact of professional, practice-based and practice-led doctorates in institutions across the globe.
MDX’s Professor Carol Costley and visiting academic Dr Stan Lester identified among four experts globally with the highest number of citations in the field.
Middlesex University has been identified as the main institution – alongside research-intensive Monash University in Australia – producing knowledge on work-based learning in a recent Worldwide Bibliometric of Work-Based Learning Research.
The paper, published online in Higher Education, Skills and Work-Based Learning , focuses on highly-rated research and the reach of work-based learning research networks, rather than overall quantity of research.
Professor of Work and Learning Carol Costley, Director of MDX’s Work and Learning Research Centre, and Dr Stan Lester, an independent researcher who for many years has been a visiting academic at MDX, are identified among four experts with the highest number of citations in the field.
The UK has more than 48% of the total high rated publications covered by the study, followed by Australia (15.1%) and the US (11%), although work-based learning increasingly has global reach with a number of European countries generating and publishing knowledge in the field. (Professor Carol Costley is currently engaged with others in drafting a Work-Based Learning Principles guide for the European Commission). There is much research involvement also in countries such as Brazil and Malaysia.
MDX has run work-based learning programmes for employees at local and community enterprises such as inclusive theatre company Chickenshed
MDX Vice-Chancellor Professor Nic Beech says: “I am particularly delighted to see Middlesex’s pre-eminent position in the field of work-based learning research over 30 years recognised. Middlesex has a proud tradition of impactful, practice-oriented research, and has grown as a centre of work-based learning and teaching over the same period.
“Being strongly engaged in organisations and businesses of all shapes and sizes is central to our future and I look forward to Middlesex academics continuing to collaborate with the world of work as we develop through momentous technological and social changes in the coming years”.
Carol Costley says: “After many years working at MDX and gaining my Professorship in work-based learning, I’m delighted MDX’s record in the field has been acknowledged in this way”.
WBL research at MDX and around the world is extending to several areas, such as overhauling corporate governance; inclusive workplaces, flexible working and disadvantaged groups; investment in skills, lifelong learning and well-being; and re-balancing working practices and rights.
“Most of the research is in Education journals, because the field is concerned with how people learn through their work (paid and unpaid) and how universities can facilitate such higher level learning” says Carol. Carol and her colleagues in the Work and Learning Research Centre draw in their research on the “practice turn” in social sciences, as revealed by sociologist and philosopher Professor Theodore Schatzki, and the work of practice theorists, such as Warwick University’s Professor Davide Nicolini.
Access the Special Issue the Work-Based Learning jourhttps://wblearning-ejournal.com/en/current-issuenal here.
This collection of posters papers, a webinar and extended abstracts was originally part of a joint symposium between the UK Council for Graduate Education and Middlesex University taking place at Middlesex University on 21st May 2020. The joint event between the UKCGE and Middlesex University was cancelled because of the pandemic yet it is now even more
relevant and situationally tied to current circumstances. Some of the abstracts, posters and papers intended for the symposium appear here, in this special edition of the Work based Learning e-journal.
With approximately 450 million people worldwide now living with a mental health issue, our collective well-being is one of the most pressing concerns of our time. Scholars and practitioners from a variety of disciplines are examining what needs to occur to enhance
emotional well-being at national and global levels and there are exciting opportunities for professional doctorates to exert a significant influence in shaping the knowledge-base and practices of this challenging field.
Access the Special Issue the Work-Based Learning journal here.
The 3rd World Congress of Transdisciplinarity was held in Mexico City in 2020. The aim of this congress is to bring together the largest number of participants from various national and international institutions in order to study the latest theoretical and practical developments of transdisciplinarity and to imagine new theoretical models, experiences and actions to face the extraordinary challenges of the 21st century, such as Planetary Education, Transhumanism, Artificial Intelligence, Destructive Technologies, Health, Poverty, Destruction of biologic diversity, Climate Change, War, Violence and many other problems that afflict human beings and all living beings on this planet.
- To provide new transdisciplinary proposals that take in consideration epistemological, ontological, and methodological problems.
- Discuss and deepen in the theoretical-methodological foundations of transdisciplinarity to generate new knowledge in order to help with solutions for socio-cultural, political, economic, and ecological problems of the 21st century
- To evaluate the progress of transdisciplinary research carried out to solve technological, scientific and human sciences problems.
- To propose new analytical transdisciplinary approaches, which would be able to evaluante critically the contradictions of the models of political and economic development, of technoscience, as well as complex transcultural processes and transhistorical processes.
- To expose models of transdisciplinary consciousness.