The term ‘work-based learning’ logically refers to all and any learning that is situated in the workplace or arises directly out of workplace concerns.
“physical, emotional, or mental exhaustion, especially in one’s job or career, accompanied by decreased motivation, lowered performance, and negative attitudes towards oneself and others”
The traditional apprenticeship model has its roots in the medieval guilds where the apprentice worked with a highly skilled specialist
In work-based learning, learners’ motivation is considered a relevant contributor to the learning process (Kersh and Evans 2010). In career development and counselling individual perceptions
The notion of the ‘student experience’ in higher education has a long and rich history. Systematic measuring of the student experience has historically focused on pedagogical approaches, educational practices, and student evaluations of teaching practice.
Considering that self-efficacy can directly impact self-regulation, research suggest self-regulatory processes present as an influence towards learners’ achievement, intended behaviour, and emotional state.
Self-efficacy is central to health behaviour theories due to its robust predictive capabilities.
Work-based learning requires participation in work processes, collaborating with colleagues, taking challenging tasks and working with customers. Thus, learning occurs as a by-product of working.
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