The Impact of Individual, Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace

Ana Ines Renta Davids*, Piet Van den Bossche, David Gijbels, Manel Fandos Garrido

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Web of Science)

Abstract

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (n = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.
Original languageEnglish
Pages (from-to)275-306
Number of pages32
JournalVocations and Learning
Volume10
Issue number3
DOIs
Publication statusPublished - Oct 2017

Keywords

  • Professional competence
  • Work learning-conducive features
  • School-work alignment
  • Transfer of learning
  • Moderation analysis
  • Vocational education

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