Engendering debate: credit recognition of project‐based workplace research

Abstract

Purpose

In the UK there is currently a national consultation on the structure/adoption of an academic credit framework for higher education. The purpose of this paper is to argue that the principles underlying such a framework, when applied in the context of a workplace research project, can facilitate debate between the academic disciplines and work‐based learning practitioners.

Design/methodology/approach

This paper argues that the workplace project, when designed and structured according to credit principles, offers a valuable point at which to interact with academic colleagues from the disciplines, and to engage them in debate regarding the academic validity of work‐based learning. The case made here is that workplace research projects (which will have an element of familiarity to colleagues) and academic credit practice (where learning recognition is not contextualised but level of achievement is fundamental) can offer a way to engender that debate.

Findings

The lack of academic confidence in work‐based learning has been consistently experienced by academics introducing work‐based learning in the UK and Australia, and they are very much aware of the need to overcome it. There is a challenge to the structure and basis of higher education is taking place in a sector which, until recently, was functioning effectively in an élite tradition.

Originality/value

The paper indicates a way to address the academic issues raised by full recognition of workplace learning and engage with them by using the “language” of credit practice, which can accommodate both new and established academic practice.

Citation

Walsh, A. (2007), "Engendering debate: credit recognition of project‐based workplace research", Journal of Workplace Learning, Vol. 19 No. 8, pp. 497-510. https://doi.org/10.1108/13665620710831173