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