Postgraduate work-based learning: a qualitative study

Abstract

Purpose: The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach: This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings: The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value: Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice. © 2019, Emerald Publishing Limited.

Keywords

Author Keywords

work-based learning Mental health Workforce postgraduate Praxis

Index Keywords

Author Affiliations

Learning and Teaching Unit, Queensland University of Technology, Brisbane, QLD, Australia

Griffith University, Brisbane, QLD, Australia, Griffith University, Brisbane, QLD, Australia

Griffith University, Brisbane, QLD, Australia, Faculty of Medical and Health Sciences, Auckland, AUK, New Zealand

Funding & Acknowledgements

Grant: HSV/02/13/HREC

Ethics approval was obtained from the Griffith University Human Research Ethics Committee (HSV/02/13/HREC). Partial funding for this study was provided from a Griffith University Learning and Teaching grant. The authors would like to thank the study participants for their stories and reflections which formed the basis of this study.

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Postgraduate work-based learning: a qualitative study

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