Organisational & Personal Impacts of a Work-Based Learning & Research Programme in Australia

The philosophical approach of work-based learning (WBL) characterizes how practice professionals learn and develop knowledge to participate effectively in a civil society. Specifically, the approach explains the relationship between the professional, the world in which they work, learning from, through and at work, as well as the potential impact work has on organisations and society more generally. Similarly, the WBL pedagogy translates that philosophical orientation into a working educational model of knowledge, learning and research. Application of the pedagogy is said to not only enhance professional practice and contribute to academic and organisational knowledge, but also personal transformation and career development. This paper reports on the organisational and personal outcomes of a work-based learning higher degree by research programme at the University of Southern Queensland in Australia. As such it will provide a clear statement on what is meant by practice and the pedagogical application that has been developed through the programme over the last decade. Similar with other WBL higher education programmes, Professional Studies draws from a broad multidisciplinary base of knowledge and expertise, with input from professionals and practice domains around Australia, Asia and the Middle East. The paper outlines the impacts of the programme at two levels: 1) the programme from a holistic perspective; and 2) the level of professional practice. To accomplish the first, we describe the programme from a holistic perspective and examine standard metrics. At the level of the professional practice, we present findings from cases by programme graduates across three disciplines: policing and public service; nursing and allied health; and professional development in education