Key points are not available for this paper at this time.
Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.
Paula Nottingham (2017) studied this question.