Changing the mindset:An innovative work-based learning programme within an English higher education institution

Abstract

This paper aims to explore and critically analyse the perceptions and experiences of academics in relation to the design and delivery of an innovative Work Based Learning (WBL) programme within an English higher education institution (HEI). These perceptions were gathered through semi-structured interviews and subjected to discourse analysis. Consequently, the key themes which have emerged are: (i) the intensity of the learning experience, (ii) the tensions and pressures amongst academics delivering the programme, for example an expectation that academics „get it right first time‟, and (iii) learning support for students. The paper concludes with recommendations for future policy and research