Higher Education, Skills and Work-based Learning

Purpose – The purpose of this paper is to persuade curriculum developers that the aims of incorporating English literature, particularly in the concern with developing a responsive openness of mind, could and perhaps should be a part of any work based learning programme.

Design/methodology/approach – Using a qualitative approach and drawing on the experience at a university in the south-east of England, this study provides an exploration of and insights into incorporating English literature in journal reflection within the context of work-based learning.

Findings – The purpose of this paper was to present a case study of a course that was taught through a blend of requiring research on writers and reflective journaling and then assessed by a means of formative (journal entries shared and discussed) and summative (final formal presentations) feedback.

Originality/value – The author believes that the paper has demonstrated some ideological and practical insights to offering a work-based learning course marrying literature and journal use. The author is convinced that the learning journal remains a potent tool in the arsenal of materials used to engage learners in the skills of enquiry. Furthermore, incorporating aspects of a rich field such as English literature allowed students to become open to alternative theories, challenge their attitudes, jettison old ways of thinking – in short, through learning, self-analysing and reflecting, to improve practice.