Credit mapping: validating work based training using action learning outcomes

Author:

Wills Julian

Abstract

In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses.

Publisher

Emerald

Subject

Organizational Behavior and Human Resource Management,Development,Social Psychology

Reference7 articles.

1. Davies, D. (1998), “The virtual university: a learning university, Part 3: the learning framework”, Journal of Workplace Learning, Vol. 10 No. 4, pp. 175‐213.

2. Davies, D. and Nedderman, V. (1997), “Information and on‐course guidance to continuing education students”, Managing Guidance in Higher Education, HEQC, London, pp. 46‐55.

3. Entwistle, N. (1992), The Impact of Teaching on Learning Outcomes in Higher Education, CVCP, London.

4. Lloyd‐Langton, M. and Portwood, D. (1994), “Dual accreditation of work based learning: the relation of NVQs and academic credit”, Journal of Higher and Further Education, Vol. 18 No. 2, Summer.

5. Robertson, D. (1994), Choosing to Change: Extending Access, Choice and Mobility, HEQC, London.

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3