Group work-based learning within Higher Education: an integral ingredient for the personal and social development of students

Rossin, David and Hyland, Terry (2003) Group work-based learning within Higher Education: an integral ingredient for the personal and social development of students. Mentoring and Tutoring, 11 (2). pp. 153-162. ISSN 1361-1267

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Official URL: http://www.tandfonline.com/toc/cmet20/current

Abstract

The article puts forward a case for broadening the curriculum within Higher Education to incorporate and encourage group work-based learning (GWBL) experiences for students. Two case studies are described within two universities in terms of organising, monitoring and assessing group-based work. It is argued that being a part of a 'consultancy team' and responding to 'real clients' enables students not only to enhance their skills base but also provides them with opportunities for personal and social development both within and outside the world of work. The debate centres upon the concept that work-based learning (WBL) should be more than just 'economistic' in the way that emphasis is placed primarily on 'training for employment'. This central tenet of government policy is considered to be a necessary but not a sufficient condition for providing for group work-based learning experiences for students. The concept of 'social capital' is explained in terms of how group participation can bring about moral, cognitive and social benefits to its members and to the wider community.

Item Type: Article
Additional Information: This is an electronic version of an article published in Mentoring and Tutoring, 11(2), pp.153-162. 2003.Mentoring and Tutoring is available online at: http://www.tandfonline.com/toc/cmet20/current
Uncontrolled Keywords: higher education, Parternships, work-based learning, group projects in higher education
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:49
Last Modified: 04 Feb 2014 11:27
Identification Number: 10.1080/13611260306860
URI: http://ubir.bolton.ac.uk/id/eprint/193

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