Work‐based learning: Golden Goose or Trojan Horse for the university sector? Will the rise of WBL mean the end of the universities' monopoly of accreditation?

Abstract

Purpose

the purpose of this paper is to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

Design/methodology/approach

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

The paper finds that the credit‐awarding monopoly of the universities may soon be ending. Work‐based learning (WBL) is recognized as one of the most rapidly growing education sectors in the modern world as industries and organizations seek to maximize the learning potential inherent in real‐time working environments. Currently, the trend is for organizations to work with the higher education sector to develop, implement and assess WBL programs. However, there are potential conflicts over issues such as ownership, assessment and quality assurance which have resulted in some organizations beginning to explore the feasibility of becoming credit‐awarding institutions in their own right.

Practical implications

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

Originality/value

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Citation

(2006), "Work‐based learning: Golden Goose or Trojan Horse for the university sector? Will the rise of WBL mean the end of the universities' monopoly of accreditation?", Development and Learning in Organizations, Vol. 20 No. 3, pp. 29-31. https://doi.org/10.1108/14777280610656406