Developing Impactful Work-Based Learning Programmes: Insights from London Met
At London Metropolitan University we have seen, first-hand how work based learning (WBL) can help equip students with the skills, knowledge, and experience necessary to help them progress into their chosen careers. By applying theoretical learning through practical experience in a relevant workplace setting, WBL programmes establish the link between academic and professional environments. Accredited WBL forms part of the University’s Career Education Framework which is specifically designed to enable empowerment of our students to become values-driven, socially aware, and highly employable graduates.
We offer accredited work experience modules as a component of every undergraduate course that we deliver. This helps to ensure every student has the opportunity to gain valuable, hands-on experience. They are able to put their academic knowledge into practice whilst developing essential employability skills. Being an integral part of the curriculum, these modules show our commitment to preparing students for successful careers and to make a positive impact in their local communities and beyond.
The Key to Success - Careers Education and Work Experience
The key to creating an impactful WBL programme lies in integrating timely careers education with relevant work experience opportunities. From the very beginning of the student journey, we start this process with initial career planning activities. This is followed by the development of employability skills at each level of study. Students are led to identify their personal career values, explore a range of suitable careers options, and to set development goals via WBL module assessments.
Addressing the Focus Challenge
One of the challenges students have, is the need to prioritise immediate goals, such as achieving good grades and balancing their part-time work and other life commitments. This can quite reasonably take precedence over planning for life post-graduation. To address this, our WBL programmes guide students through career decision-making, job searching, and application processes. We help students to prepare throughout their academic journey for their career next steps. Finally, through the module assessment on their self-reflections on their work experience, we emphasise the relevance of applying their studies, and their personal values to their immediate and longer-term career goals.
Equity and Access in WBL
Blasko et al (2002) found that work experience during a degree has been shown to impact more positively on employment outcomes for those from for lower socio-economic groups. Compulsory, accredited work based learning can provide levelling up for those students from underrepresented backgrounds, who we have found, do not often have the time to engage with developmental extra-curricular activities offered at the University
Therefore, the modules can help mitigate barriers faced by students from lower socio-economic backgrounds, including financial constraints and the lack of a relevant network to assist give them the first step on the graduate career ladder. We aim to ensure all have the opportunity to engage in meaningful work experiences. In some cases, time restricted students can use their existing part-time work for their WBL module. The assessment processes will push them to consider their job experience positively, regardless of whether they are only undertaking the role for the wage packet. They will be led to recognise the many professional skills they are gaining. Dickinson (2020) argued part-time work is often undervalued by universities in terms of student development.
A Transformative WBL Experience
The WBL experience itself can be transformative, it exposes students to industry practices, professional networks, and real challenges. To ensure learners get the most out of their placements and project, we collaborate closely with employers who share our commitment to inclusivity and equity. This helps to ensure that students have meaningful, developmental experiences that align with their own career aspirations and the University's values.
Empowering London: One Student at a Time
Our WBL Empowering London: Working with the Community module, is an option or core module for a number of course programmes. It aligns with our strategic plan and the London Met Lab: Empowering London Initiative. By working with local not-for-profit and start-up organisations, we can share our expertise, and supporting business growth, whilst helping to tackle the challenges facing London to allow students to make a positive impact on society. This benefits not only the local community but also provides these employers with access to a diverse pool of talented, values-driven students.
Reflection and Planning for the Future
After completing WBL, careers education is crucial in helping students to reflect on their experiences and plan for next steps post-graduation. We encourage learners to consider all their work experience alongside their broader life experiences, to enable them to effectively articulate their professional abilities and make informed career decisions. This holistic approach to employability development aims to equip them with the self-confidence and skills needed to pursue their preferred, graduate career and become effective, socially aware citizens.
The Impact of WBL: Evidence-Based Results
The impact of our WBL programmes is evident in the improved outcomes for our graduates, which aligns with our goals of improving social mobility, and contributing to an inclusive workforce. When we analysed the first group of graduates who completed a WBL module, we found a 5% increase in those securing graduate-level roles compared to the previous cohort who did not participate in the modules.
Not surprisingly, Gibson & Tavlaridis (2018), found that WBL placements positively impact the employability of students through the competencies developed, teamwork skills they practise and understanding how workplaces run. All are valuable assets when starting their post-graduation career.
The assessment process, being self-reflective on work based achievements and experience gains can be particularly beneficial. Students can discover strengths, their areas for enhancement and learn to positively articulate a range of workplace skills (Asiedu et al 2023).
Eden (2014) noted that self-reflections on student placements show how learners are pushed out of their comfort zones, demonstrating proactivity and emotions such as feeling pride, excitement and confidence which further enhances their employability beyond learning how to do a specific job.
Future Developments
Moving forward, we aim to work with course teams to support students in the year or semester before their WBL module experience to begin searching for their own work placements. Students will benefit from researching local labour markets and various sectors, as well as creating speculative and targeted job applications. To enhance efficiency, we aim to collaborate with online internship providers for team based WBL projects, allowing students to benefit from working together and gaining experience in online work environments.
Tips and summary
To ensure the success of any WBL programme, securing ‘buy-in’ from the wider university community is essential. Providing support and resources to course teams and explaining the benefits of WBL to improving graduate outcomes are crucial steps. It is important to remember the value of accredited placements lies not only in the experience itself, but additionally in assessment processes which should be designed to encourage reflection on work based achievements, personal skill sets, areas for further development and include action planning for their next careers steps. Developing impactful WBL programmes requires a balanced, student-focused approach which combines careers education, work experience, and post-WBL reflection. By empowering students to recognise their personal career values, identify the benefits of work experience, and effectively articulate their professional abilities, they can be become confident, successful, and socially aware graduates who make a positive contribution to society and economy.
