TY - JOUR
AU1 - Garnett, Jonathan
AB - PurposeThe article shows how transdisciplinarity is woven into the key curriculum components of individually negotiated WBL programmes and also seeks to focus upon the performative value of knowledge in the work context. Design/methodology/approachThis article draws upon work-based learning academic literature and the authors  22 years operational experience of work-based learning (WBL) at Middlesex University (Garnett, Costley and Workman, 2009). FindingsThe article suggests that  while University level WBL can enhance the performance of  organizations  and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary based university structures. WBL is  concerned with knowledge which is often unsystematic, socially constructed and is action focused  in order to achieve  outcomes of significance to work. This contests the supremacy  of the role of the University in curriculum design, delivery and validation of knowledge and means that work based knowledge is often seen as trans disciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001). Research limitations/implicationsCentral to the distinctive nature of University WBL programmes is the role of the external organization as a partner with the University and the individual learner in the planning of learning activities which are intended to have significance for the  workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students.  Practical implicationsThe paper has practical implications for the design and facilitation of work based learning programmes at higher education level.Originality/valueProvides an informed and sustained examination of the concept of work based learning and knowledge.

TI - Work Based Learning: a critical challenge to the subject discipline structures and practices of higher education
JF - Higher Education Skills and Work-based Learning
DO - 10.1108/HESWBL-04-2016-0023
DA - 2016-08-08
UR - https://www.deepdyve.com/lp/emerald-publishing/work-based-learning-a-critical-challenge-to-the-subject-discipline-4WeSKXHAiM
SP - 305
VL - 6
IS - 3
DP - DeepDyve
ER -