{"id":{"repo_id":"greenwich","oai_identifier":"oai:gala.gre.ac.uk:23537"},"canonical_url":"https://search.dev.ndltd.org/etd/greenwich/oai:gala.gre.ac.uk:23537","repository":{"repo_id":"greenwich","name":"University of Greenwich","base_url":"https://gala.gre.ac.uk/cgi/oai2"},"display":{"title":"Work-based learning pedagogy for increasing social agency in higher education","abstract":"This study explores the effectiveness of a work-based learning (WBL) pedagogy, which was informed by understanding knowledge as incorporating practice. Seventy-six students on a WBL programme using this pedagogy were surveyed, and 20 respondents were interviewed. The study showed how dialogue was used to gauge the learner’s prior experience and to connect ongoing learning to it. It further explored: discontinuities between developing identities and practices, and how new practices could emerge; how learners, through critically evaluating real-life outcomes over time, could be engaged; and how confidence in critically acting and influencing was developed. It emerged that the facilitation of ongoing study of practices and their impact over time was central (evoking Heidegger’s 1968 term ‘to let learn’), developing a productive and critical social dialogue in the practice setting. This, in turn, increased student confidence in their critical reflection and the viability of their ongoing agency.","abstract_html":"This study explores the effectiveness of a work-based learning (WBL) pedagogy, which was informed by understanding knowledge as incorporating practice. Seventy-six students on a WBL programme using this pedagogy were surveyed, and 20 respondents were interviewed. The study showed how dialogue was used to gauge the learner’s prior experience and to connect ongoing learning to it. It further explored: discontinuities between developing identities and practices, and how new practices could emerge; how learners, through critically evaluating real-life outcomes over time, could be engaged; and how confidence in critically acting and influencing was developed. It emerged that the facilitation of ongoing study of practices and their impact over time was central (evoking Heidegger’s 1968 term ‘to let learn’), developing a productive and critical social dialogue in the practice setting. This, in turn, increased student confidence in their critical reflection and the viability of their ongoing agency.","abstract_has_math":false,"creators":["Gould, Andrew"],"institution":"University of Greenwich","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ainley, Patrick","Barnard, Jane","Smith, John"],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-10","date_published":"2016-10","updated_at":"2026-07-24T02:25:53Z","subjects":["LB Theory and practice of education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ainley, Patrick","Barnard, Jane","Smith, John"]},{"key":"dc:creator","label":"Author","values":["Gould, Andrew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-10"]},{"key":"dc:date.issued","label":"Date","values":["2016-10"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Education & Health"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Greenwich"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://gala.gre.ac.uk/id/eprint/23537/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB Theory and practice of education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://gala.gre.ac.uk/id/eprint/23537/1/Andrew%20Gould%202016%20-%20secured.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the effectiveness of a work-based learning (WBL) pedagogy, which was informed by understanding knowledge as incorporating practice. 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It further explored: discontinuities between developing identities and practices, and how new practices could emerge; how learners, through critically evaluating real-life outcomes over time, could be engaged; and how confidence in critically acting and influencing was developed. It emerged that the facilitation of ongoing study of practices and their impact over time was central (evoking Heidegger’s 1968 term ‘to let learn’), developing a productive and critical social dialogue in the practice setting. 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