Work-based learning in higher education: approaches and application to promote social justice

Work based learning is beneficial for less advantaged students (Pennington et al, 2013) as it provides a ‘landscape of practice’ (Wenger-Trayner and Wenger-Trayner 2015) where students are able to test their ideas (Wilton, 2012) and develop their professional identities and sense of employability (Yorke and Knight, 2006).. There are a range of different approaches and perspectives to WBL. No particular model has been identified as the ‘best’ approach (Pegg et al. 2012). However, what is clear from research is that the focus on skills and attributes within WBL is successful when students take control of their learning by evaluation and reflection (viz Education for Social Justice Framework [ESJF] 2019)