Towards conceptual clarity: pedagogical liminality

Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL practitioners work across the coexistence of many possible meanings of modes and disciplines within the Higher Educational space, something WPL and WRL does not do explicitly when applied outside of Higher Education by Human Resource Management (HRM) practitioners. This conceptual paper applies a critical, multi-perspectival, multi-theoretical and multi-methodological approach of inquiry to the concept of boundaries as it relates to WIL and WBL as a mode of learning within pedagogics. It emphasizes the unique raison d'être for WBL and WIL which is the liminality and tension as a mode of pedagogical practice, between, across, and through disciplines.