Includes bibliographical references and index.

Intro -- Contents -- List of Figures and Tables -- Notes on Contributors -- Edited by -- With contributions from -- Introduction -- References -- Chapter 1: Adapting to Higher Education: Academic Skills -- Where am I now? -- What is HE? -- The changing culture of HE -- Writing for academic purposes -- Level descriptors -- Time management -- References -- Chapter 2: Where and How You Will Learn -- Introduction -- What is reflection? -- Reflective practice -- What should you reflect on? -- Kolb's reflective model -- Gibbs' reflective cycle -- Why is reflective practice difficult?

Reflective writing -- Recognition of prior learning -- Accreditation of Prior Certificated Learning -- Accreditation of Prior Experiential Learning -- How is APL facilitated practically? -- Step 1: Size - establish the academic learning level and credit value -- Step 2: Time - when did the learning happen? -- Step 3: Relevance - what was the learning for? -- Step 4: Evidence - what is appropriate evidence? -- 'Scoping' areas of learning for APEL - the potential -- Provisional areas of learning -- Mapping against modules -- Compiling APEL claims - the process -- What makes good evidence?

References -- Chapter 3: Planning and Negotiating Your Learning Journey -- What we can learn from the world of tailoring -- What to negotiate: some concepts and terms -- Learning needs analysis and skills audits -- Negotiating a programme -- Undergraduate credit structure -- Postgraduate credit structure -- Structure of learning agreements -- Negotiating a module -- Planning learning in an apprenticeship or other employer-sponsored programme -- Employer commitment - financial and resource investment -- Training provider commitment - delivering programmes to meet the apprenticeship standard.

Tripartite collaboration for successful outcomes -- References -- Chapter 4: Making the Most of Your Learning Opportunities at University -- Starting your learning journey -- Studying and learning at university -- Personalised learning -- Peer-assisted learning -- Personal academic tutor -- Approaches to learning and teaching -- Blended learning -- The flipped classroom -- Preparing yourself for the flipped classroom -- Methods of delivery -- Preparing for campus-based learning -- Making the most of support facilities and services at university -- Library and IT services

Academic facilities and learning support -- Student health and wellbeing -- The Students' Union -- Essential academic skills -- Active listening -- Managing your time: creating positive learning habits -- Overcoming barriers to study -- Getting organised -- Time management tools -- Effective reading -- Effective reading -- Critical reading -- Note taking -- Citation and referencing -- Critical thinking -- Analysing and using feedback to improve as a work-based learner -- References -- Chapter 5: Making the Most of Your Learning Opportunities at Work -- Introduction

Your employer's involvement with your WBL.

This text will help work-based students to successfully navigate academia. It is a hands-on guide for learners, helping them to get the most out of their university experience.