1. Work based projects as
dissertations: where’s the theory,
where’s the practice?
Work based projects as dissertations: where’s the theory, where’s the practice?
Annual Teaching and Learning Conference 2013

2. Postgraduate Course Feedback
Ruth Miller and Alan Beadsmoore,
School of Health and Education (Work
Based Learning)
with Professional practice students
Annual Teaching and Learning Conference 2013

3. In this workshop we will:
• Explore the concept and features of work based projects and
practitioner inquiry
• Consider the similarities and differences between this
approach and a traditional dissertation
• Discuss with students their personal and professional
outcomes from undertaking a work based project
• Evaluate whether this approach has relevance for your own
undergraduate students

4. What is a work based project?
• WBL projects tend to be practitioner led; typically
emerge out of real workplace issues
• Frequently negotiated between tutor, learner and
employer using a learning agreement
• Can involve consolidating existing abilities as well
as developing new methodological capabilities
• Relationship between learner and tutor typically
more advisory than supervisory and aims to support
construction of meaning and knowledge from
practice
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5. What is a work based project?
WBL Non-WBL
3-way relationship Direct 2-way
Commonly involves other parties Less common to involve others
Multi-mode contact Face-to-face
Negotiation of topic and process May be unilateral
Plan is often emergent Plan negotiated at start
Formalised 3 way learning agreement Formalised agreement not common
May be assessed by practitioner Occasionally assessed by practitioners
Products highly varied, but typically include reflective
component
Product conventional academic outputs; may not include
reflective component
Learner is an insider and may be expert in subject Supervisor expert
Adviser expert in epistemology of practice Supervisor expert in epistemology of discipline
Adviser and learner have distinct areas of expertise Supervisor and learner often in relationship of
authoritative power
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6. Preparing students for projects
through ‘practitioner inquiry’
Start by getting students to consider their
professional context
• how do inquiries and projects lead to improving
practice in their context?
• What are the shared understandings, codes,
culture, influences, and stakeholders
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The most important aspect is the researchers own work practice
and context ( their ‘situatedness’ Vygotsky 1962)

7. Its all about their purpose
Get them to think about ‘what is the purpose of
their project ?’
‘what will the outcome be?’
Their purpose (aim and objectives) will drive
the inquiry methods they use.
And the format their project will take
15/07/2013Slide 7
Practitioner inquiry is:
‘a systematic and organised effort to investigate a specific problem
that needs a solution’ (Sekran in Gray 2010)

8. Methodology for set purposes
• Exploratory methods are often used at UG level
• Evaluative methods and some aspects of action research
are also used.
• Often focussed on change and involving colleagues in the
process (more at PG)
• Critical reflection on the inquiry process and their own
learning is integral.
• Insights gained, maybe of interest to a wider audience but
being generalisable is not the point.
15/07/2013Slide 8
But Practitioner inquiry is still:
Systematic – based on a sequential process
Principled – carried out according to explicit rules or methodology

9. What sort of projects do students
do at UG level ?
• They explore new ways of doing things
• They generate solutions to problems
• Their project has useful outcomes for them as a practitioner
or their organisation
15/07/2013
Develop a
fitness
project in
response to a
need
Investigate best
practice to design
some staff
development
Carry out
an audit
and
feedback

10. Students experience
• Jane Wakelin –BA Professional practice Early
Years ‘Supporting children’s communication and
language skills’
• Sandra Chakara – BSc Mental Health ‘Developing a
smoking cessation programme’
• Irene – Nursing – MSc Nursing studies , ‘Evaluating
a stress reduction programme for nurses’
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11. Q & A with students
• What were the Personal and professional
outcomes?
15/07/2013Slide 11

12. How is this approach suitable for
emerging professionals?
• WBL projects recognise that the workplace is a site
of knowledge production
• Number of activities can give rise to such
knowledges:
– Practice as Research
– Research within Practice
– Research for Practice
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13. In Groups
You may like to consider:
• What are the opportunities for practitioner
inquiry or work based projects with my own
students?
• Where does the theory fit in?
• What are the useful features of a work based
approach?
• Are their commonalties with dissertations?
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14. Feedback / conclusion
• Some ideas to explore for relevance with own
students
15/07/2013Slide 14

15. For further information:
• Boud, D., and Costley, C. (2007) From project supervision to
advising: new conceptions of the practice. Innovations in
Education and Teaching International, 44 (2), 119-130.
• Costley,C, Elliot,G, and Gibbs,P (2010) Doing Work Based
Research, London: Sage
• Fox, M et al (2007)Doing Practitioner Research: Sage
• Robson, C, (2011) Real world research, Oxford: Blackwell.
Ruth Miller r.miller@mdx.ac.uk Alan Beadsmoore a.beadsmoore@mdx.ac.uk
15/07/2013Slide 15