Credit mapping: validating work based training using action learning outcomes
In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Wills, Julian [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2000 |
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| Schlagwörter: |
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| Umfang: |
5 |
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| Reproduktion: |
Emerald Fulltext Archive Database 1994-2005 |
|---|---|
| Übergeordnetes Werk: |
In: The journal of workplace learning - Bradford : Emerald, 1989, 12(2000), 3, Seite 89-93 |
| Übergeordnetes Werk: |
volume:12 ; year:2000 ; number:3 ; pages:89-93 ; extent:5 |
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| DOI / URN: |
10.1108/13665620010317630 |
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NLEJ220000549 |
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| 520 | |a In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. | ||
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10.1108/13665620010317630 doi (DE-627)NLEJ220000549 DE-627 ger DE-627 rakwb eng XA-GB Wills, Julian verfasserin aut Credit mapping: validating work based training using action learning outcomes 2000 5 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. Emerald Fulltext Archive Database 1994-2005 Action learning Continuing professional development Workplace learning In The journal of workplace learning Bradford : Emerald, 1989 12(2000), 3, Seite 89-93 Online-Ressource (DE-627)NLEJ219578788 (DE-600)2020814-5 1366-5626 nnns volume:12 year:2000 number:3 pages:89-93 extent:5 http://dx.doi.org/10.1108/13665620010317630 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 12 2000 3 89-93 5 |
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10.1108/13665620010317630 doi (DE-627)NLEJ220000549 DE-627 ger DE-627 rakwb eng XA-GB Wills, Julian verfasserin aut Credit mapping: validating work based training using action learning outcomes 2000 5 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. Emerald Fulltext Archive Database 1994-2005 Action learning Continuing professional development Workplace learning In The journal of workplace learning Bradford : Emerald, 1989 12(2000), 3, Seite 89-93 Online-Ressource (DE-627)NLEJ219578788 (DE-600)2020814-5 1366-5626 nnns volume:12 year:2000 number:3 pages:89-93 extent:5 http://dx.doi.org/10.1108/13665620010317630 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 12 2000 3 89-93 5 |
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10.1108/13665620010317630 doi (DE-627)NLEJ220000549 DE-627 ger DE-627 rakwb eng XA-GB Wills, Julian verfasserin aut Credit mapping: validating work based training using action learning outcomes 2000 5 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. Emerald Fulltext Archive Database 1994-2005 Action learning Continuing professional development Workplace learning In The journal of workplace learning Bradford : Emerald, 1989 12(2000), 3, Seite 89-93 Online-Ressource (DE-627)NLEJ219578788 (DE-600)2020814-5 1366-5626 nnns volume:12 year:2000 number:3 pages:89-93 extent:5 http://dx.doi.org/10.1108/13665620010317630 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 12 2000 3 89-93 5 |
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10.1108/13665620010317630 doi (DE-627)NLEJ220000549 DE-627 ger DE-627 rakwb eng XA-GB Wills, Julian verfasserin aut Credit mapping: validating work based training using action learning outcomes 2000 5 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. Emerald Fulltext Archive Database 1994-2005 Action learning Continuing professional development Workplace learning In The journal of workplace learning Bradford : Emerald, 1989 12(2000), 3, Seite 89-93 Online-Ressource (DE-627)NLEJ219578788 (DE-600)2020814-5 1366-5626 nnns volume:12 year:2000 number:3 pages:89-93 extent:5 http://dx.doi.org/10.1108/13665620010317630 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 12 2000 3 89-93 5 |
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10.1108/13665620010317630 doi (DE-627)NLEJ220000549 DE-627 ger DE-627 rakwb eng XA-GB Wills, Julian verfasserin aut Credit mapping: validating work based training using action learning outcomes 2000 5 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. Emerald Fulltext Archive Database 1994-2005 Action learning Continuing professional development Workplace learning In The journal of workplace learning Bradford : Emerald, 1989 12(2000), 3, Seite 89-93 Online-Ressource (DE-627)NLEJ219578788 (DE-600)2020814-5 1366-5626 nnns volume:12 year:2000 number:3 pages:89-93 extent:5 http://dx.doi.org/10.1108/13665620010317630 GBV_USEFLAG_U ZDB-1-EFD GBV_NL_ARTICLE AR 12 2000 3 89-93 5 |
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In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. |
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In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. |
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In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses. |
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By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Emerald Fulltext Archive Database 1994-2005</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Action learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Continuing professional development</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Workplace learning</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">The journal of workplace learning</subfield><subfield code="d">Bradford : Emerald, 1989</subfield><subfield code="g">12(2000), 3, Seite 89-93</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ219578788</subfield><subfield code="w">(DE-600)2020814-5</subfield><subfield code="x">1366-5626</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:12</subfield><subfield code="g">year:2000</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:89-93</subfield><subfield code="g">extent:5</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1108/13665620010317630</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-EFD</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">12</subfield><subfield code="j">2000</subfield><subfield code="e">3</subfield><subfield code="h">89-93</subfield><subfield code="g">5</subfield></datafield></record></collection>
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