1. The utilisation of qualitative methodologies in Work Based Learning [WBL]
Mike Hart Professor of Business and Informatics
Tim Friesner
Senior Lecturer in Marketing

2. Qualitative Methodology in degree programmes
Most social science courses will contain elements of qualitative methodology
Business studies courses typically include: - quantitative methods - often survey analysis techniques - rarely qualitative methodology ‘per se’

3. Work Based Learning components
Middlesex University’s National Centre for Work Based Learning indicates that:
Recognition and Accreditation of Learning [RAL] earns credit (portfolio)
Programme Planning informs a Learning Agreement
Research Methods helps underpin
Work Based Project is written/defended

4. Traditional work placements
Include a synoptic report in which the organisation and their own role within it is analysed
Students are encouraged to keep ‘field-notes’ as an ethnographer
Critical self-reflection has always been difficult to write

5. Tools of Qualitative Analysis- Ethnography
Anthropological roots of ‘I am a camera’
Phenomenological mode of understanding the ‘common sense knowledge’ of an organisation
Latterly, ‘thick descriptions’ are deployed which contextualise experience

6. Tools of Qualitative Analysis- Observation
What to observe? (social interactions, policies and procedures)
Observation notes (‘what I saw’)
Methodological notes (‘how I collect data’)
Theoretical notes (‘hunches, hypotheses’)
Personal notes (‘own feelings’)

7. Tools of Qualitative Analysis- Interviewing
Questionnaire schedules often criticised
Experienced interviewers listen ‘with an inner ear’
Problems of how to record and transcribe data
Interview analysis – needs coding frame
Interviews as a source of quotes

8. Tools of Qualitative Analysis- Documentary Analysis
Abundant sources of data within organisations
Skills associated with a historian are required (provenance, context)
Should be subject to content analysis in which themes can be categorised (and perhaps measured)

9. Tools of Qualitative Analysis- Case Study
Intensive study best utilised  to generate hypotheses (induction)  examination of social processes in depth
Description can crowd out analysis (particularly in student projects)
Transferability of findings is problematic

10. Tools of Qualitative Analysis- Integrated approaches
Howard Becker’s (‘How I learnt what a crock was’) is an interesting example of how several approaches may be combined
Quantitative and qualitative methodologies may be combined to give representativeness as well as ecological validity

11. Deployment in WBL – deep learning
De facto role as participant observers encourages deep learning (even in routinised jobs)
Seeking out the questions to ask is one skill to be acquired
Even short attachments (50-60 days) can give benefits

12. Deployment in WBL – self-reflection and learning styles
Draws on work of the reflective practitioner
Students may utilise any of the following:
- Belbin
- Honey and Mumford
- Deming’s PDCA cycle
Students find self-reflection difficult

13. Deployment in WBL – Personal Development Planning
QAA has argued for PDP for each student: - become more effective learners - understand how they are learning - improve general skills for management - articulate personal goals - encourage positive attitude to learning
QAA Website:

14. Deployment in WBL – Preparation of reports and portfolios
At the conclusion of WBL a defensible claim has to made for academic credit (in the form of a learning journal or placement report)
Methodological expertise needs to be demonstrated in these reports
Epistemological issues now achieve some prominence for students
Generic skills useful for Final Year Projects

15. Ecological Validity
The term is used by qualitative researchers to enhance the inter-relationships of factors in naturalistic settings
Students should be encouraged to adopt this frame of reference (e.g.relating work patterns to socio-economic factors)
Caution should be exercised on extent to which experiences are generalisable

16. Conclusions
Qualitative methods have a particular salience for Business Studies students undertaking WBL
Even casualised work can present excellent learning opportunities
E-learning now facilitates good practice
King Alfred’s work experience website: