The utilisation of qualitative methodologies in Work Based Learning WBL

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The utilisation of qualitative methodologies in
Work Based Learning WBL

• Mike Hart (Mike.Hart_at_wkac.ac.uk)
  Professor of Business and Informatics
• Tim Friesner (Tim.Friesner_at_wkac.ac.uk)
• Senior Lecturer in Marketing

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Qualitative Methodology in degree programmes

• Most social science courses will contain
  elements of qualitative methodology
• Business studies courses typically include-
  quantitative methods- often survey analysis
  techniques- rarely qualitative methodology per
  se

3
Work Based Learning components

• Middlesex Universitys National Centre for Work
  Based Learning indicates that
• Recognition and Accreditation of Learning RAL
  earns credit (portfolio)
• Programme Planning informs a Learning Agreement
• Research Methods helps underpin
• Work Based Project is written/defended

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Traditional work placements

• Include a synoptic report in which the
  organisation and their own role within it is
  analysed
• Students are encouraged to keep field-notes as
  an ethnographer
• Critical self-reflection has always been
  difficult to write

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Tools of Qualitative Analysis- Ethnography

• Anthropological roots of I am a camera
• Phenomenological mode of understanding the
  common sense knowledge of an organisation
• Latterly, thick descriptions are deployed which
  contextualise experience

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Tools of Qualitative Analysis- Observation

• What to observe? (social interactions, policies
  and procedures)
• Observation notes (what I saw)
• Methodological notes (how I collect data)
• Theoretical notes (hunches, hypotheses)
• Personal notes (own feelings)

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Tools of Qualitative Analysis- Interviewing

• Questionnaire schedules often criticised
• Experienced interviewers listen with an inner
  ear
• Problems of how to record and transcribe data
• Interview analysis needs coding frame
• Interviews as a source of quotes

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Tools of Qualitative Analysis- Documentary
Analysis

• Abundant sources of data within organisations
• Skills associated with a historian are required
  (provenance, context)
• Should be subject to content analysis in which
  themes can be categorised (and perhaps measured)

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Tools of Qualitative Analysis- Case Study

• Intensive study best utilised? to generate
  hypotheses (induction)? examination of social
  processes in depth
• Description can crowd out analysis (particularly
  in student projects)
• Transferability of findings is problematic

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Tools of Qualitative Analysis- Integrated
approaches

• Howard Beckers (How I learnt what a crock was)
  is an interesting example of how several
  approaches may be combined
• Quantitative and qualitative methodologies may be
  combined to give representativeness as well as
  ecological validity

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Deployment in WBL deep learning

• De facto role as participant observers encourages
  deep learning (even in routinised jobs)
• Seeking out the questions to ask is one skill to
  be acquired
• Even short attachments (50-60 days) can give
  benefits

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Deployment in WBL self-reflection and learning
styles

• Draws on work of the reflective practitioner
• Students may utilise any of the following
• - Belbin
• - Honey and Mumford
• - Demings PDCA cycle
• Students find self-reflection difficult

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Deployment in WBL Personal Development Planning

• QAA has argued for PDP for each student- become
  more effective learners- understand how they are
  learning- improve general skills for
  management- articulate personal goals-
  encourage positive attitude to learning
• QAA Websitehttp//www.qaa.ac.uk/crntwork/progfil
  eHE/contents.htm

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Deployment in WBL Preparation of reports and
portfolios

• At the conclusion of WBL a defensible claim has
  to made for academic credit (in the form of a
  learning journal or placement report)
• Methodological expertise needs to be demonstrated
  in these reports
• Epistemological issues now achieve some
  prominence for students
• Generic skills useful for Final Year Projects

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Ecological Validity

• The term is used by qualitative researchers to
  enhance the inter-relationships of factors in
  naturalistic settings
• Students should be encouraged to adopt this frame
  of reference (e.g.relating work patterns to
  socio-economic factors)
• Caution should be exercised on extent to which
  experiences are generalisable

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Conclusions

• Qualitative methods have a particular salience
  for Business Studies students undertaking WBL
• Even casualised work can present excellent
  learning opportunities
• E-learning now facilitates good practice
• King Alfreds work experience website
• http//www.wkac.ac.uk/business/we/