摘要：This article explores four published articles, which transcend a ten year period, and help identify the evolution process, benefits and limitations, of Work-Based Learning (WBL). Although WBL can incorporate many meanings, it will be here considered in light of the approach which offers students the opportunity to optimise their learning, by combining their work experiences with those gained from their academic learning. The research for these articles dates from 1997-2007. In parts of that time, (particularly the start of that period), WBL had not substantially penetrated the academic world, but some of the traits associated with the field were already, being utilised in the higher education sector (e.g. ‘distance learning’). Higher education facilities were opting to offer more flexible schedules, as opposed to flexible learning programmes. Exams were still the norm and following government guidelines, vocational skills (National Vocational Qualifications) were being offered by sponsoring colleges. The control, however, over managing similar programmes, remained with the colleges, as opposed to becoming part of a joint venture. Thus, WBL programmes, (still the exception rather than the rule), started ‘serving’ industry and business alike, by reviewing its benefits and methodologies; especially in the context of societal pressure to induce a ‘work-life’ balance, and an overarching national skills’ strategy for lifelong learning. The papers selected for this analysis are: I. Stern, D. (1997) ‘The Continuing Promise of Work-Based Learning’, Berkeley: University of California, National Center for Research in Vocational Education - Centerfocus No.18 II. Eraut, M. (2000) Informal Learning in the Workplace, Brighton: University of Sussex III. Freestone, R., Thompson, S., Williams, P. (2006) ‘Student Experiences of Work-based Learning in Planning Education’, Journal of Planning Education & Research, 26: 237 IV. Walsh, A. (2007) An Exploration of Biggs' constructive alignment in the context of work-based learning, Birkbeck: University of London These papers will be chiefly considered through the lens of Positivism for comparative and contrasting discussions, in order to determine how each of the authors have interpreted and applied these to their WBL research.
