Work + learning: unpacking the agglomerated use of pedagogical terms

Abstract

Purpose – The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice. Design/methodology/approach – Conceptual modelling and qualitative descriptions of each pedagogy. Findings – Many of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes. Originality/value – A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

Keywords

• work
• learning
• co-operative education
• work-based learning
• work-integrated learning