Motivation in Workbased Learning By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin

Learning Outcome Evaluate student motivation factors for work-based learning

Employment/Work Higher Education Learning THROUGH/AT work (Certificates, degrees etc and short courses while employed) Learning FOR work (placements, short internships and course related projects) while in HE How learning takes place Work-based learning context Employability (Lemanski et al., 2011) Widening Participation (Thomas, 2001)

Stakeholders (HEFCE, 2011; EURO RSCG HEIST, 2011) students employers university professional bodies Work-based learning context

Barriers and Enablers to motivation On each table there are 2 named cards that expresses a form of work based learning, choose one that most applies to the subject you teach. Find a partner who has chosen the same card. For 2 minutes discuss and name one barrier and one enabler that affect motivation in work based learning.

Motivation theories Expectancy-Value theory (Wigfield & Eccles, 2000)  Expectation of success and value of the task Interest theory (Hidi & Renninger, 2006)  Desire to engage over time Achievement goal theory (Harackiewicz & Elliot, 1993)  Performance or Mastery approaches to motivation

Motivational factors (Helle et al. 2007) Authenticity  Expectancy-value theory  Does the learning match the real world experience Competence  Interest theory  Opportunities to succeed at work based skills Autonomy  Achievement goal theory  The extent to which the learning is teacher driven or student driven

Brainstorming additional factors Think of factors that contrast with the three outlined above On your table there are 6 “bricks”, write the name of each of your group’s factors on each of the 3 (blank) “bricks” In your groups think of three additional factors that might have an effect upon student motivation in a work based learning course

Prioritising motivation factors In each of your groups create a tower in order of priority for the group so that the highest “brick” represents the top priority factor to consider. You can be creative!

Summary 1.What is the student context (work based or Higher Education based)? 2. Which motivational factors are most important when making design decisions for Work-Based Learning courses? 3. What is the influence of external stakeholders (e.g. employers, professional bodies)?

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Further information on Work-based Learning Brookes University: employers/workforce-development/: employers/workforce-development/ Middlesex University Resources ations/index.aspx ations/index.aspx

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