Co‐delivered work based learning: contested ownership and responsibility

Abstract

Purpose

The purpose of this paper is to explore, from a practitioner perspective, the tensions in facilitating the “challenging and complex” terrain of co‐delivered work based learning (WBL) – a growing area of practice in the UK, but under‐researched and under‐discussed – and a possible cutting edge resolution which is currently being developed.

Design/methodology/approach

The article draws from on‐going practitioner research using a first person action research methodology which uses critical reflection and peer discussion over two years.

Findings

Although higher education institutions are required (by regulation) to be responsible for the quality of teaching, learning and assessment of the qualifications granted in their name, this becomes problematic in co‐delivery. Three tensions emerged which contest such ownership and responsibility: a perception (or preference) of co‐delivery trainers to be “trainers delivering training” rather than owning/taking responsibility for teaching, learning and assessment; a perceived “legitimacy dilemma” in relation to the relative importance of the training against the assessment elements; and a “displacement” of the academic by her colleagues from an academic position to being part of the training organisation.

Research limitations/implications

Within a tradition of qualitative practitioner research, this article encourages practitioners to consider these possible tensions in their own practice, and possible resolutions.

Practical implications

This paper raises on‐going issues in a reportedly “challenging and complex” area of practice, and a possible resolution which is currently being developed.

Originality/value

This paper foregrounds the importance of the practitioner perspective in organisational development and change in the co‐delivery of WBL.

Citation

Meakin, D. and Wall, T. (2013), "Co‐delivered work based learning: contested ownership and responsibility", Higher Education, Skills and Work-Based Learning, Vol. 3 No. 1, pp. 73-81. https://doi.org/10.1108/20423891311295019