The impact of work-based research projects at postgraduate level

Purpose. The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study. Design/methodology/approach. This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution. Findings. At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project. Originality/value. This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition

Work-based learning impact study

This synthesis brings together the outputs of research projects at six higher education institutions. Researchers were identified by each of the universities to conduct semi-structured interviews with employees (former ‘students’) and their employer to explore their respective experiences of engaging in work-based learning, and the impact that the learning had. The evidence indicates that higher education programmes of study have had a positive impact on employers and their employees. The benefits of this form of workforce development extend well beyond enhancing an individual’s skills to the exchange or generation of new knowledge (in the workplace). That said, the skills that are developed can be both technically specific for a job role, function or sector of work, as well as generic in nature. Moreover, the individual employees have benefited in a way that has been described as ‘capability extending’ in terms of attitudes and approaches to work. They have also gained a wider appreciation of how what they do fits into the ‘bigger picture’ and this has led to increased confidence in their performance at work. Supporting the development of employees in this way has enabled employers to strengthen the human capital of their organisations irrespective of whether the intervention was a short, business-focused programme of higher education or a full programme leading to an HE award

Literature review of work based learning: October 2008

This work is the foundation for a process which will be elaborated and expanded as our knowledge and understanding of work based learning (WBL) develops. The main aim and purpose of the review is to help practitioners, policy makers and researchers to focus more effectively on relevant questions, issues or sources of evidence to inform their own research or practice in WBL in higher education. This is so that they may be able to improve the quality of the learning opportunities and processes for people already undertaking work. It scopes existing literature with a view to dissemination and reflection. The main concern of this review is work based learning where the learning outcomes are recognised through higher education awards and academic credit. The focus is on pedagogic issues relating to the provision of work-based modules and programmes, and other courses aligned to higher education awards

A review of the basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education

The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. The methods of system and comparative analysis, synthesis and generalization are used. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration. For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech Enterprises

On drug-base incompatibilities during extrudate manufacture and fused deposition 3D printing

Aim: 3D printing can be applied for point-of-care personalized treatment. This study aimed to determine the manufacturability and characteristics of 3D printed, drug loaded implants for alcohol misuse. Materials & methods: Disulfiram was the drug substance used and polylactic acid (PLA) the base material. Implantable devices were designed in silico. Drug and PLA were placed into the extruder to produce a 5% blend at 1.75-mm diameter. Material characterization included differential scanning calorimetry, thermogravimetric analysis plus inverse GC-surface energy analyzer. Results: Implantable constructs from the PLA feedstock were acquired. The extrusion processes had a detrimental effect on the active pharmaceutical ingredient-base blend. differential scanning calorimetry and thermogravimetric analysis analysis indicated drug–base interactions. Thermal history was found to influence inverse GC probe interaction. Conclusion: Drug-base incompatibilities must be considered during 3D printing

Transdisciplinarity: towards an epistemology of what matters

This chapter explores the adoption of a transdisciplinary approach to knowledge by a doctor of professional studies research programme at Middlesex University in London. This programme is designed for senior professionals in a range of sectors who wish to bring about change, of varying degrees of magnitude, in practices and attitudes in their contexts. Its research pedagogy combines professional and academic knowledge to meet challenges posed by the temporal limitations of rapidly shifting local and global contexts. It proposes that conceptualising practice, through a transdisciplinary lens, opens up significant possibilities for both articulating and navigating the complexities inherent in any cultural ecology and the positioning of the researcher in that context. This enhances the research process’s potency to influence attitudes, focus and impact including the concept of agential knowing in identifying and attending to what matters

Trying to solve the ‘worst situation’ together: participatory autism research

The importance of participatory autism research is discussed in relation to a project involving six autistic researchers and five non-autistic university researchers collaborating to investigate anxiety in autistic adolescents. The paper describes the process of establishing a research partnership and the values and philosophy behind this inclusive method of research. Lessons were learnt about neurodivergent thinking and the benefits it brings to the development of research questions and analysis of data