The utilisation of qualitative methodologies in Work Based Learning [WBL] Mike Hart (Mike.Hart@wkac.ac.uk) Professor of Business and Informatics Tim Friesner (Tim.Friesner@wkac.ac.uk) Senior Lecturer in Marketing

Qualitative Methodology in degree programmes Most social science courses will contain elements of qualitative methodology Business studies courses typically include: - quantitative methods - often survey analysis techniques - rarely qualitative methodology ‘per se’

Work Based Learning components Middlesex University’s National Centre for Work Based Learning indicates that: Recognition and Accreditation of Learning [RAL] earns credit (portfolio) Programme Planning informs a Learning Agreement Research Methods helps underpin Work Based Project is written/defended

Traditional work placements Include a synoptic report in which the organisation and their own role within it is analysed Students are encouraged to keep ‘field-notes’ as an ethnographer Critical self-reflection has always been difficult to write

Tools of Qualitative Analysis- Ethnography Anthropological roots of ‘I am a camera’ Phenomenological mode of understanding the ‘common sense knowledge’ of an organisation Latterly, ‘thick descriptions’ are deployed which contextualise experience

Tools of Qualitative Analysis- Observation What to observe? (social interactions, policies and procedures) Observation notes (‘what I saw’) Methodological notes (‘how I collect data’) Theoretical notes (‘hunches, hypotheses’) Personal notes (‘own feelings’)

Tools of Qualitative Analysis- Interviewing Questionnaire schedules often criticised Experienced interviewers listen ‘with an inner ear’ Problems of how to record and transcribe data Interview analysis – needs coding frame Interviews as a source of quotes

Tools of Qualitative Analysis- Documentary Analysis Abundant sources of data within organisations Skills associated with a historian are required (provenance, context) Should be subject to content analysis in which themes can be categorised (and perhaps measured)

Tools of Qualitative Analysis- Case Study Intensive study best utilised  to generate hypotheses (induction)  examination of social processes in depth Description can crowd out analysis (particularly in student projects) Transferability of findings is problematic

Tools of Qualitative Analysis- Integrated approaches Howard Becker’s (‘How I learnt what a crock was’) is an interesting example of how several approaches may be combined Quantitative and qualitative methodologies may be combined to give representativeness as well as ecological validity

Deployment in WBL – deep learning De facto role as participant observers encourages deep learning (even in routinised jobs) Seeking out the questions to ask is one skill to be acquired Even short attachments (50-60 days) can give benefits

Deployment in WBL – self-reflection and learning styles Draws on work of the reflective practitioner Students may utilise any of the following: - Belbin - Honey and Mumford - Deming’s PDCA cycle Students find self-reflection difficult

Deployment in WBL – Personal Development Planning QAA has argued for PDP for each student: - become more effective learners - understand how they are learning - improve general skills for management - articulate personal goals - encourage positive attitude to learning QAA Website: http://www.qaa.ac.uk/crntwork/progfileHE/contents.htm

Deployment in WBL – Preparation of reports and portfolios At the conclusion of WBL a defensible claim has to made for academic credit (in the form of a learning journal or placement report) Methodological expertise needs to be demonstrated in these reports Epistemological issues now achieve some prominence for students Generic skills useful for Final Year Projects

Ecological Validity The term is used by qualitative researchers to enhance the inter-relationships of factors in naturalistic settings Students should be encouraged to adopt this frame of reference (e.g.relating work patterns to socio-economic factors) Caution should be exercised on extent to which experiences are generalisable

Conclusions Qualitative methods have a particular salience for Business Studies students undertaking WBL Even casualised work can present excellent learning opportunities E-learning now facilitates good practice King Alfred’s work experience website: http://www.wkac.ac.uk/business/we/