Purpose The purpose of this study is to construct a comprehensive pedagogical framework for work-based learning, particularly within the context of rapidly expanding Higher Level Degree Apprenticeship (HLDA) programmes in the UK. Design/methodology/approach The study is based on qualitative survey data collected from staff involved in teaching at a range of HLDA programmes at a research-intensive university, including programmes in the areas of medical imaging, management, digital technologies, clinical practice, education, mining and finance. Findings The research identifies key pillars of effective HLDA pedagogy, including fostering skill development, applying coaching and mentorship methods, building community and promoting empathy and self-awareness. These elements collectively highlight the importance of a holistic, integrated approach to work-based learning. Practical implications The findings provide practical recommendations for educators to design and deliver impactful work-based learning experiences in a variety of HLDA programmes, supporting effective and meaningful pedagogy in this context. Originality/value This research contributes original insights by advancing the understanding of effective pedagogical practices specifically tailored to the field of work-based learning within UK HLDA, addressing a gap in existing educational frameworks.
Civile et al. (Thu,) studied this question.