Preview

Образование и наука

Расширенный поиск

ОБЗОР ОСНОВНЫХ ЭЛЕМЕНТОВ, ОРГАНИЗАЦИОННЫХ И ТЕОРЕТИЧЕСКИХ ОСНОВ ОБУЧЕНИЯ, СОВМЕЩЕННОГО С РАБОТОЙ (WBL), В ВЫСШЕМ ОБРАЗОВАНИИ

https://doi.org/10.17853/1994-5639-2017-6-91-118

Полный текст:

Аннотация

Цель публикации – показать наиболее важные элементы и представить организационные и теоретические основы обучения, совмещенного с работой (ОСР – англ. WBL).

Методы. В работе использовались методы системного и сравнительного анализа, моделирования, синтеза и обобщения.

Результаты. В обзорном порядке кратко изложены особенности социальных характеристик студентов, предпочитающих обучение по программам ОСР; актуальные требования работодателей к качеству подготовки кадров; новая политика вузов в организации обучения и их вклад в создание инновационных образовательных пространств на рабочем месте; имеющиеся проблемы в установлении долгосрочных партнерских отношений вузов и предприятий и способы преодоления данных проблем; организационные и теоретические основы ОСР. Выдвинут ряд критических замечаний относительно программ ОСР. Подчеркнута значимость трансдисциплинарной рамки для обучающихся, которая позволяет им самостоятельно управлять процессом обучения. При проведении обзора авторы ссылаются преимущественно на опыт университетов Великобритании, а также на практику высших учебных заведений других англоязычных стран (Австралии и США), успешно развивающих рассматриваемый концепт.

Научная новизна. Впервые в российской научной педагогической литературе предлагается аналитический обзор организационных и теоретических аспектов и проблем обучения, совмещенного с работой, – формы приобретения высшего образования, получившей широкое распространение в англоязычных странах за последние 25 лет.

Практическая значимость. Информация, представленная в работе, может быть полезна руководителям и преподавателям системы высшего образования, методистам высшего и среднего профессионального образования, а также службам по обучению и повышению квалификации персонала высокотехнологичных производств. 

Об авторах

Д. Талбот
Центра программ обучения, связанных с работой Университета Честера
Великобритания

доктор философии, доцент,

Честер



К. Костли
Институт программ обучения, совмещенных с работой Университета Мидлсекса
Великобритания

доктор философии, директор,

Лондон



М. А. Дремина
Российский государственный профессионально-педагогический университет
Россия

кандидат социологических наук, доцент кафедры менеджмента,

Екатеринбург



В. А. Копнов
Российский государственный профессионально-педагогический университет
Россия

доктор технических наук, профессор, советник ректора,

Екатеринбург



Список литературы

1. Costley C., Dikerdem M. Work based learning pedagogies and academic development. A research project funded by the HEA Subject Centre for Education, ESCalate 2011, London: Institute for Work Based Learning, Middlesex University, 2012. 73 p. (Translated from English)

2. Helyer R. The Work-Based Learning Student Handbook. 2nd ed. Palgrave Macmillan, 2015. 328 p. (Translated from English)

3. Talbot J., Costley C., Dremina M. A. and Kopnov V. A. A review of the practice of work-based learning (WBL) at higher education level in the UK. The Education and Science Journal. 2017. № 1. P. 119–141. DOI: 10.17853/1994-5639-2017-1-119-141. (Translated from English)

4. Talbot J. Recognising non-formal and informal learning: modernizing Russian higher education or irrelevant? The Education and Science Journal. 2015. № 1 (4). Р. 142–157. DOI:10.17853/1994-5639-2015-4-142-157. (Translated from English)

5. Helyer R., Lee D., Evans A. Hybrid HE: Knowledge, Skills and Innovation. Work Based Learning e-Journal. 2011. № 1 (2). P. 18–35. Available at: http://wblearning-ejournal.com/archive/10–01–11/E2003%20rtb.pdf (Accessed 06 June, 2017). (Translated from English)

6. Helyer R. What is Employability?: reflecting on the postmodern challenges of work-based learning. Journal of Employability in the Humanities. 2007. № 1. P. 1–12. Available at: http://tees.openrepository.com/tees/bitstream/10149/113951/2/113951.pdf (Accessed 06 June, 2017). (Translated from English)

7. Boud D., Costley C. From project supervision to advising: New conceptions of the practice. Innovations in Education and Teaching International. 2007. № 44 (2). P. 119–130. DOI: 10.1080/14703290701241034. (Translated from English)

8. Stephenson J., Malloch M., Cairns L. Managing their own programme: A case study of the first graduates of a new kind of doctorate in professional practice. Studies in Continuing Education. 2006. № 28 (1). P. 17–32. DOI: 10.1080/01580370500525681. (Translated from English)

9. Lester S., Costley C. Work-based learning at higher education level: Value, practice and critique. Studies in Higher Education. 2010. № 35 (5). P. 561–575. (Translated from English)

10. Andrews J., Higson H. Graduate employability, «Soft Skills» versus «Hard» Business Knowledge: A European Study. Higher Education in Europe. 2008. № 33 (4). Р. 411–422. DOI: 10.1080/03797720802522627. (Translated from English)

11. James P. Discourse and practices of competence-based training. International Journal of Life Long Learning. 2002. № 21 (4). P. 369–391. (Translated from English)

12. Gear J., McIntosh A., Squires G. Informal learning in the professions. Kingstonupon-Hull: University of Hull Department of Adult Education, 1994. (Translated from English)

13. Eraut M., Alderton J., Cole G., Senker P. Development of knowledge and skills at work. In F. Coffield (ed), Differing visions of a learning society. Bristol: Policy Press, 2000. (Translated from English)

14. Eraut M., Maillardet F. J., Miller C., Steadman S., Ali S., Blackman C., Furner J. Learning during the first three years of postgraduate employment – the LiNEA Project In: EARLI Conference, Padua, Italy. 2003. 17 p. Available at: http://eprints.brighton.ac.uk/234/1/Blackman%2C_C_Padua_Conference_%282003%29.pdf (Translated from English)

15. Felstead A., Fuller A., Unwin L., Ashton D., Butler P., Lee T. Surveying the scene: Learning metaphors, survey design and the workplace context. Journal of Education and Work. 2005. № 18 (4). Р. 359–83. DOI: 10.1080/ 13639080500327857. (Translated from English)

16. Scott D., Brown A., Lunt I., Thorne L. Professional doctorates: Integrating professional and academic knowledge. Buckingham: Open University Press, 2004.

17. Anderson G., Boud D., Sampson J. Qualities of learning contracts. In J. Stephenson and M. Yorke (eds), Capability and quality in higher education. London: Kogan Page, 1998. P. 162–173. (Translated from English)

18. Lyons F., Bement M. Setting the standards: Judging levels of achievement. In D. Boud and N. Solomon (eds), Work-based learning: A new higher education. Phildelphia: Society for Research into Higher Education & Open University Press, 2001. P. 167–184. (Translated from English)

19. Graham S., Rhodes G. Critical reflection in the 21st century workplace: Towards an interactive discussion area for practitioners. In J. Garnett and D. Young (eds), Work-based learning futures. Bolton: University Vocational Awards Council, 2007. (Translated from English)

20. Stephenson J. Supporting student autonomy in learning. In J. Stephenson, M. Yorke (eds), Capability and quality in higher education. London: Kogan Page, 1998. (Translated from English)

21. Moore L. J. Ethical and organisational tensions for work-based learners. Journal of Workplace Learning. 2007. № 19 (3). P. 161–72. DOI: 10.1108/13665620710735639. (Translated from English)

22. Lester S. Negotiated work-based learning: From delivery systems to realization systems. Capability. 2002. Vol. 5. № 1. P. 6–9. (Translated from English)

23. Harvey M. The changing power balance between learners, universities and work contexts. In J. Garnett and D. Young (eds), Work-based learning futures. Bolton: University Vocational Awards Council, 2007. P. 28–35. (Translated from English)

24. Boud D. Creating a work-based curriculum. In D. Boud and N. Solomon (eds), Work-based Learning: A New Higher Education. Buckingham: Society for Research in Higher Education. Open University Press, 2001. P. 44–58. (Translated from English)

25. Nixon I., Smith K., Stafford R., Camm S. Work-based learning: Illuminating the higher education landscape. London, UK: The Higher Education Academy, 2006. (Translated from English)

26. Portwood D. An intellectual case for work based learning as a subject. In D. Portwood and C. Costley (eds), Work based learning and the university: New perspectives and practices. Birmingham: Staff & Educational Development Association (SEDA Paper 109), 2000. (Translated from English)

27. Costley C., Armsby P. Work-based learning assessed as a field or mode of learning. Assessment and Evaluation in Higher Education. 2007. № 32 (1). P. 21–33. DOI: 10.1080/02602930600848267. (Translated from English)

28. Garnett J. Work based learning and the intellectual capital of universities and employers. The Learning Organization. 2001. № 8 (2). P. 78–82. DOI: 10.1108/09696470110388026. (Translated from English)

29. Nikolou-Walker E., Meaklim T. Vocational training in higher education: A case-study of work-based learning within the police service of Northern Ireland. Research in Post-Compulsory Education. 2007. № 12 (3). P. 357–376. DOI: 10.1080/13596740701559829. (Translated from English)

30. Burgoyne J., Hirsh W., Williams S. The development of management and leadership capability and its contribution to performance: The evidence, the prospects and the research need. Sheffield: Department for Education and Skills (RR560), 2004. (Translated from English)

31. Garnett J. Using APEL to develop customised work-based learning programmes at postgraduate level. In D. Croker, D. Ellis, Y. Hill, J. Storan, I. Turner (eds), APEL: Beyond graduateness. London: Southern England Consortium for Credit Accumulation and Transfer, 1998. (Translated from English)

32. Doncaster K. Accrediting the experience of work-based learners: A casestudy. Journal of Access and Credit Studies. 2000. № 2 (2). P. 269–277. (Translated from English)

33. Armsby P., Costley C. Research driven projects. In D. Portwood and C. Costley (eds), Work based learning and the university: New perspectives and practices. Birmingham: Staff & Educational Development Association, 2000. (SEDA Paper 109). (Translated from English)

34. Chisholm C., Davis M. Analysis and evaluation of factors relating to accrediting 100% of prior experiential learning in UK work-based awards. Assessment and Evaluation in Higher Education. 2007. № 32 (1). Р. 45–59. DOI: 10.1080/02602930600848242. (Translated from English)

35. Lester S. Professional practice projects: APEL or development? Journal of Workplace Learning. 2007. № 19 (3). P. 188–202. DOI: 10.1108/13665620710735657. (Translated from English)

36. Doncaster K., Lester S. Capability and its development: Experiences from a work-based doctorate. Studies in Higher Education. 2002. № 27 (1). P. 91–101. DOI: 10.1080/03075070120099395. (Translated from English)

37. Boud D., Tennant M. Putting doctoral education to work: Challenges to academic practice. Higher Education Research and Development. 2006. № 25 (3). P. 293–306. DOI: 10.1080/07294360600793093. (Translated from English)

38. Lester S. Assessing the self-managing learner: A contradiction in terms? In D. O’Reilly, L. Cunningham and S. Lester (eds), Developing the capable practitioner. ed. London: Routledge, 1999. (Translated from English)

39. Brodie P., Irving K. Assessment in work based learning: Investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education. 2007. № 32 (1). P. 11–19. DOI: 10.1080/02602930600848218. (Translated from English)

40. Costley C. Work-based learning: Assessment and evaluation in higher education. Assessment and Evaluation in Higher Education. 2007. № 32 (1). P. 1–9. DOI: 10.1080/02602930600848184. (Translated from English)

41. Costley C., Armsby P. Methodologies for undergraduates doing practitioner investigations at work. Journal of Workplace Learning. 2007. № 19 (3). P. 131–145. DOI: 10.1108/13665620710735611. (Translated from English)

42. Costley C., Stephenson J. Building doctorates around individual candidates’ professional experience. In D. Boud and A. Lee (eds), Changing practices of doctoral education. London: Routledge, 2008. P. 171–186. (Translated from English)

43. Teare R., Neil J. Fast-forward to accredited corporate learning? International Journal of Contemporary Hospitality Management. 2002. № 14 (7). P. 342–348. (Translated from English)

44. Brennan J., Little B. A Review of work based Learning in Higher Education. London: Quality Support Centre and Open University, 1996. (Translated from English)

45. Stephenson J., Saxton J. Using the Internet to gain personalized degrees from learning through work: Some experience from Ufi. Industry and Higher Education. 2005. № 19 (3). P. 249–258. (Translated from English).

46. Gustavs J., Clegg S. Working the knowledge game? Universities and corporate organizations in partnership. Management Learning. 2005. № 36 (1). P. 9–30. (Translated from English)

47. Malloch M., Cairns L., Evans K. and O’Connor B. N. (Eds.). The SAGE handbook of workplace learning. London, UK: Sage Publications, 2011. (Translated from English)

48. Illeris K. The fundamentals of workplace learning: Understanding how people learning in working life. London, UK: Routledge, 2011. (Translated from English)

49. Knowles M. The modern practice of adult education: From pedagogy to andragogy. Cambridge: Cambridge Book Company, 1970. (Translated from English)

50. Griffiths R. Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education. 2004. № 29 (6). P. 709–726. DOI: 10.1080/0307507042000287212. (Translated from English)

51. Dewey J. Democracy and education: An introduction to the philosophy of education. New York: Free Press, 1916. (Translated from English)

52. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath, 1933. (Translated from English)

53. Dewey J. Experience and education. New York: Collier, 1938. (Translated from English)

54. Kolb D. A. Experiential learning. New York: Prentice Hall, 1984. (Translated from English)

55. Schön D. A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987. (Translated from English)

56. Boud D., Cohen R. and Walker D. Using experience for learning. Buckingham: Open University Press, 1993. (Translated from English)

57. Lewin K. Action research and minority problems. Journal of Social Issues. 1946. № 2. P. 34–46. (Translated from English)

58. Carr W., Kemmis S. Becoming critical: Education, knowledge and action research. Lewes: Falmer Press, 1986. (Translated from English)

59. Reason P., Rowan J. Human inquiry: A sourcebook of new paradigm research. Chichester: John Wiley, 1981. (Translated from English)

60. Checkland P. Systems thinking, systems practice. London: John Wiley, 1981. (Translated from English)

61. Revans R. W. Action learning: New techniques for management. London: Blond and Briggs, 1980. (Translated from English)

62. Sennett R. The craftsman. London: Allen Lane, 2008. (Translated from English)

63. Tennant M. Doctoring the knowledge worker. Studies in Continuing Education. 2004. № 26 (3). P. 431–441. DOI: 10.1080/0158037042000265971. (Translated from English)

64. Czikszentmihalyi M., Rathunde C. The psychology of wisdom: An evolutionary perspective. In R. J. Sternberg (ed), Wisdom: Its nature, origins and development. Cambridge: Cambridge University Press, 1990. (Translated from English)

65. Kitchener K. S., King P. M. Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology. 1981. № 2. P. 89–116. (Translated from English)

66. Gibbons M., Limoges C., Nowotny H., Schwartzman S., Scott P., Trow M. The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage, 1994. (Translated from English)

67. Scott D., Brown A., Lunt I., Thorne L. Professional doctorates: Integrating professional and academic knowledge. Buckingham: Open University Press, 2004. (Translated from English)

68. Lester S. Conceptualising the practitioner doctorate. Studies in Higher Education. 2004. № 29 (6). P. 757–770. DOI: 10.1080/0307507042000287249. (Translated from English)

69. Stephenson J. The concept of capability and its importance in higher education. In J. Stephenson and M. Yorke (eds), Capability and quality in higher education. London: Kogan Page, 1998. P. 1–13. (Translated from English)

70. O’Reilly D., Cunningham L., Lester S. 1999. Developing the capable practitioner. London: Routledge, 1999. (Translated from English)

71. Ackoff R. L. Redesigning the future: A systems approach to societal problems. New York: John Wiley, 1974. (Translated from English)

72. Rittel H. J. W. and Webber M. M. Planning problems are wicked problems. In N. Cross (ed), Developments in design methodology. New York: John Wiley, 1984. (Translated from English)

73. Simon H. The sciences of the artificial. Cambridge, MA: Massachusetts Institute of Technology Press, 1972. (Translated from English)


Для цитирования:


Талбот Д., Костли К., Дремина М.А., Копнов В.А. ОБЗОР ОСНОВНЫХ ЭЛЕМЕНТОВ, ОРГАНИЗАЦИОННЫХ И ТЕОРЕТИЧЕСКИХ ОСНОВ ОБУЧЕНИЯ, СОВМЕЩЕННОГО С РАБОТОЙ (WBL), В ВЫСШЕМ ОБРАЗОВАНИИ. Образование и наука. 2017;19(6):91-118. https://doi.org/10.17853/1994-5639-2017-6-91-118

For citation:


Talbot J., Costley C., Dremina M.A., Kopnov V.A. A REVIEW OF THE BASIC ELEMENTS, ORGANIZATIONAL AND THEORETICAL FOUNDATIONS OF WORK-BASED LEARNING (WBL) IN THE HIGHER EDUCATION. The Education and science journal. 2017;19(6):91-118. (In Russ.) https://doi.org/10.17853/1994-5639-2017-6-91-118

Просмотров: 504


Creative Commons License
Контент доступен под лицензией Creative Commons Attribution 4.0 License.


ISSN 1994-5639 (Print)
ISSN 2310-5828 (Online)