Download - Employer Engagement; Curriculum Refinements Carol Costley Institute for Work Based Learning
Employer Engagement; Curriculum Refinements
Carol CostleyInstitute for Work Based Learning
Employer-led curriculum
• Staff Development
• On-line support
• Module enhancement
• University Structures and systems
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WBL Framework Awards
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FHEQ Level Middlesex University Taught Awards Minimum Total Credits
4 University Certificate 40
4 Certificate of Higher Education 120
5 University Diploma 40
5 Higher Diploma 120
5 Diploma of Higher Education 240
5 Foundation Degree 240
6 Graduate Certificate / Advanced Diploma 60
6 Graduate Diploma 120
6 Bachelor’s Degree 300
6 Bachelor’s Degree with Honours 360
7 Postgraduate Certificate 60
7 Postgraduate Diploma 120
7 Master’s Degree 180
FHEQ Level Middlesex University Research Awards Minimum Total Credits
7 Master’s Degree 180
8 Doctorate Degree 540
WBL Framework Programme elements
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The WBL Framework
• Schools and University partners can use the framework by:
• Constructing programmes using various combinations of validated WBL framework modules (with or without other University validated modules)
• Integrating the modules within subject-specific programmes
• Constructing programmes using combinations of accredited in-company higher-level provision and framework modules
• Constructing programmes using combinations of APEL and WBL framework modules
• Can lead to a comprehensive range of current University awards from level 4 to 7 (8).
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WBL modules
• Review of learning (can include APEL claim)
• Search and Review of relevant knowledge and information
• Professional Development/ Planning
• Practitioner Enquiry
• Negotiated WBL Projects
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Review of learning
• Enables work based learners to:
– Review their learning journey using reflective / reflexive practice
– Recognise the contribution of both certificated and experiential learning to their personal and professional development.
– Often this process can be used to generate a claim for accreditation of prior certificated and experiential learning (APEL).
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Search and Review of relevant knowledge and information
• How to look for and review knowledge and information to create new practices and solve a practical problem.
• Using academic conventions of referencing and citation
• Includes professionally based knowledge and information found in work-related sources
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Professional Development/ Planning
• Designed to support the initiatives and continuing development of an individual’s knowledge, understanding and skills as a work-based learner.
• Provides the opportunity to establish and develop professional practitioner identity.
• Reflection on current work/practice leading to the formulation and articulation of personal and professional development needs.
• Planning of a future programme taking above into account.
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Practitioner Enquiry
• Practitioner Inquiry modules enable work-based learners to:
– enquire into their own work/practice and promote skills in investigation, data acquisition, analysis and evaluation,
– develop an academic argument using evidence to inform decisions concerning work/practice enhancement.
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Negotiated WBL Projects 1
• Projects, enquiries and other work-based activities, enable work-based learners to consider, create or construct proposals for work/practice development and change.
• Negotiated aspects of the modules provides:
– flexibility in framework programme construction and
– responds to organisational development needs of employers/ organisations.
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Negotiated WBL Projects 2
• A compulsory element of WBL programmes lead to awards of Foundation, Bachelor’s and Master’s Degrees.
• Designed to enable individuals to apply active experimentation and enquiry skills to the experience of their work/practice.
• The negotiated approach enables individuals, employers or other organisations to identify aspects of work/practice that can be enhanced.
• Can be in the form of a clearly defined ‘project’ that has identified and planned outcomes.
• Can also represent a more open-ended ‘enquiry’ or ‘other worked-based activity’ designed to enhance awareness and/or to promote innovation in work/practice. 12
Accreditation
• In-house training
• Other accredited courses
• Certificated Learning
• Experiential Learning
At Middlesex up to two thirds of a programme can be learning achieved outside of the University. Other Universities vary, usually from 50% to 75%
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Building learning and programmes
• Can start with accredited Learning.
• A second step could be a University certificate.
• The certificate may then be built into a degree programme.
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Negotiated Programmes
• Studies through ‘Employer Engagement’ arrangements are negotiated initially with employers.
• Curriculum content is designed to meet the needs of the organisation and the individual’s position and strengths within the organisation
• Content is negotiated within the university’s validated programme award structures, specifications and regulations.
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The Value of Work-Based Projects
• The aim is to change or enhance practice.
• A tangible outcome that has a positive effect on practice to the organisation and/ or the field.
• Builds on the practitioner’s current expertise.
• Brings University level learning and expertise of higher education, e.g.research and development capabilities, reflection/ reflexivity in professional learning, critical and creative approaches, a discipline to working with sources of knowledge.
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Enhanced Work-Based Projects
• Setting out aims that focus upon outcomes that are realistic, appropriate and meet level requirements (requires a 3 way agreement).
• Ethical considerations incorporating workplace values and university requirements
• Relevant approaches to research or at undergraduate level, ‘enquiry’.
• ‘Conclusions and Recommendations’ that draw from the enquiry process and the practitioner’s expertise. 17