Motivation in
Workbased Learning
By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin
Learning Outcome
Evaluate student motivation
factors for work-based learning
Work-based learning context
How learning takes place
Higher Education
Employment/Work
Learning THROUGH/AT work
(Certificates, degrees etc and short
courses while employed)
Learning FOR work
(placements, short internships and
course related projects) while in HE
Widening Participation (Thomas, 2001)
Employability (Lemanski et al.,
2011)
Work-based learning context
Stakeholders
students
(HEFCE, 2011; EURO RSCG HEIST, 2011)
employers
university
professional
bodies
Barriers and Enablers to motivation
On each table there are 2 named cards that
expresses a form of work based learning,
choose one that most applies to the subject
you teach.
Find a partner who has chosen the same card.
For 2 minutes discuss and name one barrier
and one enabler that affect
motivation in work based learning.
Motivation theories
• Expectancy-Value theory
(Wigfield & Eccles, 2000)
 Expectation of success and value of the task
• Interest theory (Hidi &
Renninger, 2006)
 Desire to engage over time
• Achievement goal theory
(Harackiewicz & Elliot, 1993)
 Performance or Mastery approaches to motivation
Motivational factors
(Helle et al. 2007)
• Authenticity
 Expectancy-value theory
 Does the learning match the real world experience
• Competence
 Interest theory
 Opportunities to succeed at work based skills
• Autonomy
 Achievement goal theory
 The extent to which the learning is teacher driven or student
driven
Brainstorming additional factors
In your groups think of three
additional factors that might have
an effect upon student motivation
in a work based learning course
Think of factors that contrast with the three
outlined above
On your table there are 6 “bricks”, write the name
of each of your group’s factors on each of the 3
(blank) “bricks”
Prioritising motivation factors
In each of your groups create a
tower in order of priority for the
group so that the highest “brick”
represents the top priority factor
to consider.
You can be creative!
Summary
1. What is the student context (work based or
Higher Education based)?
2. Which motivational factors are most
important when making design decisions for
Work-Based Learning courses?
3. What is the influence of external
stakeholders (e.g. employers, professional
bodies)?
Feedback
STOP
START
CONTINUE
Thank you for listening
Any Questions?
Further information on Work-based
Learning
• Brookes University:
http://www.brookes.ac.uk/business-andemployers/workforce-development/
• Middlesex University Resources
http://www.mdx.ac.uk/research/iwbl/public
ations/index.aspx
References/Bibliography
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HEFCE, 2011. Evaluation of the Higher Education Transforming Workforce Development Programme. [online] Available at:
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