Teaching and assessment for an organisation-centred curriculum
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Purpose - This paper aims to discuss the teaching and assessment strategies for an organisation-centred curriculum. Design/methodology/approach - The paper is based on a case study. Data were collected from interviews and a focus group with worker-learners enrolled in a Graduate Certificate in Education (Educational Leadership) course. Findings - The study finds that a project that piloted an organisation-centred curriculum framework where learning was integrated in the context of the workplace met the needs of both individuals and their workplace. The success of such learning for a cohort of worker-learners was contingent on especially designed teaching and assessment strategies, aligned learning and assessment to the strategic goals of the organisation where the cohort was based and to needs of the individuals. The evaluation of the strategies in the framework shows their potential to optimise learning outcomes for other cohorts and courses. It also highlights the importance of skilling learners for work-integrated learning and making explicit the pedagogies and affordances available in the workplace. Originality/value - The paper demonstrates the transition from university-centred to organisation-centred curriculum that employs work-integrated learning to meet the needs of the workplace and the learners.
Journal of Workplace Learning
© 2009 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Business and Management not elsewhere classified