Work-Based Learning and Innovation

Abstract

Empirical findings report an acquired mindset of innovative thinking and behavior by students participating in a dual higher education concept which integrates academic studies and workplace training. Work-based learning (WBL) innovation indicators relevant to international commerce degree students are reviewed and an approach presented that can be used to provide rigorous analysis of innovation activity by students participating in WBL. The research method involved a qualitative methodology to formulate a framework for a tentative generic WBL innovation model. Innovation indicators useful to the three-way partnership of employer, university teacher, and student are identified.