TY  - JOUR
EP  - 383
JF  - Hungarian Educational Research Journal
AV  - public
ID  - discovery10143960
N1  - This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
VL  - 12
Y1  - 2022/01/27/
A1  - Kersh, Natalia
A1  - Laczik, Andrea
IS  - 4
N2  - The significance of equipping higher education graduates with both practical skills and theoretical knowledge relevant to their future workplace has been identified as one of the priorities in the higher education sector.  Specifically, the issues, such as the preparation of young people for the world of work, facilitating the links between academic studies and practical experiences, and situating practice-based education have become central to the higher education landscape (e.g Mason et al 2006; Bridgstock and Tippett, 2019). This paper discusses the extent to which practically-based higher education learning spaces can be constructed and co-constructed, involving the cooperation and collaboration of different stakeholders: employers, university lecturers and students.  The paper will particularly draw on the perspectives from a case study of practically-based higher education in the hospitality sector in England. Drawing on this case study the paper will address the following research questions: (1) How can practically-based learning spaces be constructed and co-constructed within the context of higher education? and  (2) What is the role of different stakeholders in this process? The paper argues that the development of a practically-based higher education learning space is much more complex than simply bringing together ?academic? and ?practical? learning, and involves both institutional  affordances, industry engagement and  collaboration of key stakeholders.
KW  - learning at workplace
KW  -  employer engagement
KW  -  practically-based higher education
TI  - Reconsidering the nature of the learning space in practically-based higher education: Innovative approaches to higher education in the UK context
UR  - https://doi.org/10.1556/063.2021.00095
SP  - 370
ER  -