Table 1 Work learning pedagogies 1–5 and... | Emerald Publishing

Table 1

Work + learning pedagogies 1–5 and their distinguishing features and authoritative sources

Type of work + learning	Distinguishing features	Authoritative sources
1. Work-related learning (or work-oriented learning)	Umbrella or generic term to mean any learning related to work Relates to development of personal and professional agency Incorporates any planned activity that uses work to develop knowledge, skills and understanding Acknowledges the significance of reflection across all types of learning	Allan (2015), Janke et al. (2015) Taylor et al. (2015a, b), Vähäsantanen et al. (2017) Department for Education and Skills (2006) Garnett et al. (2016)
2. Work-based learning	Transdisciplinary mode of study Action learning and action research Uses reflective practice Recognition of learning (including prior learning) derived from work, higher education and personal experience Learner-managed learning; learner-centric learning Different educational models designed to meet the needs of working people Centred on work environments, not the classroom	Costley and Lester (2012), Costley and Abukari (2015) Costley and Lester (2012) Helyer (2015), Costley and Lester (2012), Jones (2013) Armsby et al. (2006), Lamanski et al. (2010) Attenborough et al. (2019), Lamanski et al. (2010) Costley and Armsby (2007) Raven (2014)
3. Workplace learning	Specifically related to workplaces, including their internal politics, alliances and complexities Action-based learning; theories of action Uses reflective practice Develops skills, knowledge and attitudes necessary to improve quality and progress of workplace Centred on workplaces to enable future organisational growth, competitiveness and sustainability Importance of managing organisational politics and power Close interaction between employees' learning processes and workplace conditions Aligns with “practice-based learning”	Elkjaer and Nickelsen (2016) Kyndt et al. (2016) Tam and Gray (2016) O'Leary and Hunt (2016), Tam and Gray (2016) Tam and Gray (2016) Anvik et al. (2020)
4. Work-applied learning	Focuses on organisational change in a business Specifically linked to action learning (AL) and action research (AR), with emphasis placed on groups Encourages use of “knowledge workshops” and reflection Change method for the development of managers (or “practitioner researchers”) and teams Cycles of AL and AR include repeated cycles of planning, acting, observing, reflecting, evaluating and validating	Abraham (2015), Garnett et al. (2016) Holyoake (2017) and Zuber-Skerritt and Abraham (2017)
5. Work-based training	Training programs within a workplace context Used in workforce capacity building Job-based learning, equated with a “learning society” Aligns with WBL and work-oriented learning	Tomlinson (2004), Ellström and Ellström (2014) Matovua et al. (2013) Brooks and Everett (2008)

Type of work + learning	Distinguishing features	Authoritative sources
1. Work-related learning (or work-oriented learning)	Umbrella or generic term to mean any learning related to work Relates to development of personal and professional agency Incorporates any planned activity that uses work to develop knowledge, skills and understanding Acknowledges the significance of reflection across all types of learning	Allan (2015), Janke et al. (2015) Taylor et al. (2015a, b), Vähäsantanen et al. (2017) Department for Education and Skills (2006) Garnett et al. (2016)
2. Work-based learning	Transdisciplinary mode of study Action learning and action research Uses reflective practice Recognition of learning (including prior learning) derived from work, higher education and personal experience Learner-managed learning; learner-centric learning Different educational models designed to meet the needs of working people Centred on work environments, not the classroom	Costley and Lester (2012), Costley and Abukari (2015) Costley and Lester (2012) Helyer (2015), Costley and Lester (2012), Jones (2013) Armsby et al. (2006), Lamanski et al. (2010) Attenborough et al. (2019), Lamanski et al. (2010) Costley and Armsby (2007) Raven (2014)
3. Workplace learning	Specifically related to workplaces, including their internal politics, alliances and complexities Action-based learning; theories of action Uses reflective practice Develops skills, knowledge and attitudes necessary to improve quality and progress of workplace Centred on workplaces to enable future organisational growth, competitiveness and sustainability Importance of managing organisational politics and power Close interaction between employees' learning processes and workplace conditions Aligns with “practice-based learning”	Elkjaer and Nickelsen (2016) Kyndt et al. (2016) Tam and Gray (2016) O'Leary and Hunt (2016), Tam and Gray (2016) Tam and Gray (2016) Anvik et al. (2020)
4. Work-applied learning	Focuses on organisational change in a business Specifically linked to action learning (AL) and action research (AR), with emphasis placed on groups Encourages use of “knowledge workshops” and reflection Change method for the development of managers (or “practitioner researchers”) and teams Cycles of AL and AR include repeated cycles of planning, acting, observing, reflecting, evaluating and validating	Abraham (2015), Garnett et al. (2016) Holyoake (2017) and Zuber-Skerritt and Abraham (2017)
5. Work-based training	Training programs within a workplace context Used in workforce capacity building Job-based learning, equated with a “learning society” Aligns with WBL and work-oriented learning	Tomlinson (2004), Ellström and Ellström (2014) Matovua et al. (2013) Brooks and Everett (2008)