Table Of Content3rd edition
THE WORK-BASED
LEARNING
STUDENT
HANDBOOK
RUTH HELYER, TONY WALL,
ANN MINTON & AMY LUND
The Work-Based Learning Student Handbook
www.thestudyspace.com – the leading study skills website
Study Skills Writing Skills for Education Students
You2Uni: Decide, Prepare, Apply
Academic Success
Academic Writing Skills for International Students Pocket Study Skills
Ace Your Exam
Becoming a Critical Thinker 14 Days to Exam Success (2nd edn)
Be Well, Learn Well Analyzing a Case Study
Brilliant Essays Brilliant Writing Tips for Students
The Business Student’s Phrase Book Completing Your PhD
Cite Them Right (11th edn) Doing Research (2nd edn)
Critical Thinking and Persuasive Writing for Getting Critical (2nd edn)
Postgraduates How to Analyze Data
Critical Thinking for Nursing, Health and Social Care Managing Stress
Critical Thinking Skills (3rd edn) Planning Your Dissertation (2nd edn)
Dissertations and Project Reports Planning Your Essay (3rd edn)
Doing Projects and Reports in Engineering Planning Your PhD
The Employability Journal Posters and Presentations
Essentials of Essay Writing Reading and Making Notes (2nd edn)
The Exam Skills Handbook (2nd edn) Referencing and Understanding Plagiarism (2nd edn)
Get Sorted Reflective Writing (2nd edn)
The Graduate Career Guidebook (2nd edn) Report Writing (2nd edn)
Great Ways to Learn Anatomy and Physiology (2nd edn) Science Study Skills
How to Use Your Reading in Your Essays (3rd edn) Studying with Dyslexia (2nd edn)
How to Write Better Essays (4th edn) Success in Groupwork
How to Write Your Literature Review Successful Applications
How to Write Your Undergraduate Dissertation (3rd edn) Time Management
Improve Your Grammar (2nd edn) Using Feedback to Boost Your Grades
The Macmillan Student Planner Where’s Your Argument?
Mindfulness for Students Where’s Your Evidence?
Presentation Skills for Students (3rd edn) Writing for University (2nd edn)
The Principles of Writing in Psychology
Professional Writing (4th edn) 50 Ways
Reading at University
Reflective Writing for Nursing, Health and Social Work 50 Ways to Boost Your Grades
Simplify Your Study 50 Ways to Boost Your Employability
Skills for Business and Management 50 Ways to Excel at Writing
Skills for Success (3rd edn) 50 Ways to Manage Stress
Stand Out from the Crowd 50 Ways to Manage Time Effectively
The Student Phrase Book (2nd edn) 50 Ways to Succeed as an International Student
The Student’s Guide to Writing (3rd edn)
The Study Skills Handbook (5th edn) Research Skills
Study Skills for International Postgraduates
Studying in English Authoring a PhD
Studying Law (4th edn) The Foundations of Research (3rd edn)
The Study Success Journal Getting to Grips with Doctoral Research
Success in Academic Writing (2nd edn) Getting Published
Smart Thinking The Good Supervisor (2nd edn)
Teaching Study Skills and Supporting Learning The Lean PhD
The Undergraduate Research Handbook (2nd edn) Maximizing the Impacts of Academic Research
The Work-Based Learning Student Handbook (3rd edn) PhD by Published Work
Writing for Biomedical Sciences Students The PhD Viva
Writing for Engineers (4th edn) The PhD Writing Handbook
Writing for Nursing and Midwifery Students Planning Your Postgraduate Research
(3rd edn) The Postgraduate’s Guide to Research Ethics
Write it Right (2nd edn) The Postgraduate Research Handbook (2nd edn)
Writing for Science Students The Professional Doctorate
Structuring Your Research Thesis
For a complete listing of all our titles in this area please visit
www.macmillanihe.com/study-skills
The Work-Based Learning
Student Handbook
Third edition
Editors
Ruth Helyer, Tony Wall, Ann Minton and Amy Lund
© Ruth Helyer, Tony Wall, Ann Minton and Amy Lund, and The Authors,
under exclusive licence to Macmillan Education Limited 2021
© Ruth Helyer, and The Authors, 2010, 2015
All rights reserved. No reproduction, copy or transmission of this
publication may be made without written permission.
No portion of this publication may be reproduced, copied or transmitted
save with written permission or in accordance with the provisions of the
Copyright, Designs and Patents Act 1988, or under the terms of any licence
permitting limited copying issued by the Copyright Licensing Agency,
Saffron House, 6–10 Kirby Street, London EC1N 8TS.
Any person who does any unauthorized act in relation to this publication
may be liable to criminal prosecution and civil claims for damages.
The authors have asserted their rights to be identified as the authors of this
work in accordance with the Copyright, Designs and Patents Act 1988.
This edition published 2021 by
RED GLOBE PRESS
Previous editions published under the imprint PALGRAVE
Red Globe Press in the UK is an imprint of Macmillan Education Limited,
registered in England, company number 01755588, of 4 Crinan Street,
London, N1 9XW.
Red Globe Press® is a registered trademark in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-352-01154-8 paperback
This book is printed on paper suitable for recycling and made from fully
managed and sustained forest sources. Logging, pulping and manufacturing
processes are expected to conform to the environmental regulations of the
country of origin.
A catalogue record for this book is available from the British Library.
A catalog record for this book is available from the Library of Congress.
Publisher: Helen Caunce
Associate Commissioning Editor: Rosie Maher
Cover Designer: Laura De Grasse
Senior Production Editor: Amy Brownbridge
Senior Marketing Manager: Amanda Woolf
Contents
List of Figures and Tables vi
Notes on Contributors vii
Introduction 1
1 Adapting to Higher Education: Academic Skills 4
Ruth Helyer, Ann Minton and Tony Wall
2 Where and How You Will Learn 24
David Perrin and Debbie Simpson
3 Planning and Negotiating Your Learning Journey 45
David Perrin, Denise Meakin and Lisa Rowe
4 Making the Most of Your Learning Opportunities at University 66
Nadira Mirza, Kirsty Beckett and Sarah Scowcroft
5 Making the Most of Your Learning Opportunities at Work 93
Ann Minton and Pam Hadfield
6 How Your Work-Based Learning Will Be Assessed 115
Sue Graham and Ann Minton
7 Developing Yourself and Your Organisation: Connecting
the Two Through Growth Mindset, Organisational Learning
and Ethics 137
Kevin Ions, Norma Sutcliffe and Tony Wall
8 Moving from Individual Learning to Organisational Impact:
Work-Based and Work- Applied Learning 158
Jonathan Garnett, Param Abraham and Selva Abraham
9 Planning Practitioner Projects 183
Stavroula Bibila and Paula Nottingham
10 Implementing Practitioner Research Projects 204
Paula Nottingham and Stavroula Bibila
11 Technologies to Support Work-Based Learners 225
Kelvin Leong, Anna Sung, Stuart Cunningham,
John Henry and Tony Wall
12 The Student Becomes the Master 246
Amy Lund
Index 266
v
List of Figures and Tables
Figures
2.1 Gibbs’ reflective cycle 32
3.1 SWOT analysis chart 49
4.1 Getting started 73
4.2 Prioritising your plans 84
5.1 Your potential stakeholder group 96
5.2 Benefits of a work-based mentoring process 104
5.3 Role of the work-based mentor 105
5.4 The distal mentoring model 106
5.5 Keeping a record: an example of a learning record template 109
5.6 Listening or not listening 111
5.7 Simple steps to active listening 111
5.8 Internal and external motivators 112
7.1 Organisational SWOT analysis template 145
8.1 WBL and WAL comparison 171
8.2 Phases of work-applied learning model 172
8.3 WAL model in action 173
8.4 Three strands of the WAL quality and risk implementation
plan 175
8.5 BO knowledge workshops and the facilitator development
process 178
8.6 Front-line staff training and customer relations campaign 180
10.1 Context 205
10.2 Staged process 206
10.3 Staged approach 208
10.4 Structure 219
11.1 Model of human information processing 226
12.1 Examples of work-related learning opportunities 251
Tables
8.1 Project checklist 163
8.2 Features of work-based learning 169
10.1 Example of Gantt chart showing timelines 210
vi
Notes on Contributors
Edited by
Ruth Helyer was Professor of Work-Based Learning at Leeds Trinity
University, UK, and a National Teaching Fellow of the Higher Education
Academy. Actively developing the work-based learning agenda since the
early 2000s, she became an internationally acknowledged expert in this
area, involved in the development of numerous working students and
their companies. Ruth was the editor of Facilitating Work-Based Learning:
A Handbook for Tutors (Red Globe Press, 2015) and Editor-in-Chief of the
Emerald peer-reviewed journals Higher Education Skills and Work-Based
Learning and Journal of Work-Applied Management. Ruth sadly passed
away in 2019; the current editorial panel completed the publication of
this third edition as a tribute to Ruth’s life and work.
Tony Wall is Founder and Head of the International Centre for Thriving
at the University of Chester, UK, a global collaboration between business,
arts, health and education to deliver sustainable transformation for the
common good. He is passionate about thriving and has published 200+
works, including articles in quartile 1 journals such as The International
Journal of Human Resource Management and Vocations & Learning, as well
as global policy reports for the European Mentoring & Coaching Council.
His leadership and international impact in these areas have attracted
numerous accolades, including the prestigious Advance-HE National
Teaching Fellowship and three Santander International Research
Excellence Awards.
Ann Minton is the University of Derby’s Academic Lead for
Apprenticeships. For the last ten years, Ann has been involved in devel-
oping bespoke and innovative education solutions for a range of busi-
nesses and organisations to meet their higher educational needs,
including the university’s award-winning approach to the accreditation
of in-company training. Ann is an editor for the Making Employer and
University Partnerships Work, an original publication sharing national
best and innovative practice across the United Kingdom.
vii
viii Notes oN CoNtributors
Amy Lund is Senior Teaching Fellow, Head of Work-based Learning and
Journalism Programme Leader at Leeds Trinity University, UK. Amy lived
and worked as a journalist in New York, Sydney and London before
returning to Yorkshire. Combining her postgraduate research with work-
ing as a magazine editor and a university lecturer, while raising a young
family, Amy is an experienced work-based learner. She is passionate
about expanding and promoting work-based learning. Amy also cham-
pions embedding work-integrated learning into university programmes
and has developed specific learning spaces to facilitate this process.
With contributions from
Param Abraham is Chief Executive and Director for the Global Centre
for Work-Applied Learning in Adelaide, Australia. Param has more than
21 years of experience in accreditation and quality assurance for the
Australian Institute of Business. She is currently undertaking research in
the use of the work-applied learning model in the context of quality and
accreditation at higher education institutions leading to a professional
doctorate at a UK university.
Selva Abraham is Founder Chairman of the Board of Directors at the
Global Centre for Work-Applied Learning, as well as Founder and
Emeritus Professor of the Australian Institute of Business. Over the last 40
years, his consulting and research focus has been on work-based man-
agement learning, which he has extended into the concept of work-
applied learning in private, public and community organisations. Selva
is a thought leader in work-applied learning and work-based learning
and continues to undertake research and consulting in these areas.
Kirsty Beckett is a work-based learning tutor and programme coordina-
tor at Leeds Trinity University, UK. She delivers work-based learning mod-
ules on a variety of degree apprenticeship programmes at the university.
She has a background of teaching in the further and higher education
sector, delivering a range of subject disciplines and work-based learning
modules. In addition to this, she has led a project with the British Council
in China to develop vocational and work-based learning programmes in
the hospitality and travel industries.
Stavroula Bibila is a senior lecturer on degree apprenticeship pro-
grammes and a member of the practitioner advisory group to the Society
for Education and Training board. Following a teaching career in the
Notes oN CoNtributors ix
post-compulsory sector, her research interests include curriculum devel-
opment in technical and professional education. She was previously a
visiting researcher to the European Centre for the Development of
Vocational Training.
Stuart Cunningham is a senior lecturer in computer science and infor-
mation systems at Manchester Metropolitan University, UK, and has
been working in the UK university sector for more than 17 years in a
variety of academic, research and managerial roles. His research inter-
ests include audio compression; emotional interaction with technologies
and computers, especially ‘affective audio’; and sonic interaction. Dr
Cunningham is a fellow of the British Computer Society, Chartered IT
Professional, member of the Institution of Engineering and Technology,
fellow of the Higher Education Academy and a visiting professor at
Wrexham Glyndŵr University.
Jonathan Garnett is Director and owner of Garnett Professional
Development (GPD) Ltd. Through GPD, Jonathan undertakes consul-
tancy in the development and implementation of work-based learning
at higher education level in the United Kingdom and internationally.
Since 2014, Jonathan has worked with a range of English universities to
develop their degree apprenticeship capability through work-based
learning. Prior to 2014, Jonathan was the director of the Institute for
Work-Based Learning at Middlesex University, UK. Jonathan has over 28
years of experience in the development and operation of work-based
learning partnerships in the public, private and voluntary sectors at the
higher education level.
Sue Graham’s background is in lifelong learning and flexible work-
based learning. She completed her PhD in 2019 at Lancaster University,
UK, with a thesis title of ‘Higher and Degree Apprenticeships in English
Higher Education: A Policy Implementation Study’. Sue was instrumental
in Northumbria University’s entry into the delivery of degree and higher
apprenticeships from 2016 to 2018 – a portfolio that has grown from
three to more than a dozen programmes delivered for a wide range of
employers across the country.
Pam Hadfield is an associate lecturer at the University of Derby, UK, and
also runs her own work-based learning consultancy. For more than 20
years, Pam has been successfully involved in developing workplace men-
toring and learning facilitation programmes for a range of businesses
and organisations, particularly in the engineering, leisure and public
