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‘Graduates for our Future’ enhancement theme:

Learning in Employment

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Contents

4. Introduction7. The case studies9. Aberystwyth University: Aberystwyth Opportunities Network11. Aberystwyth University: Integrating employability into the curriculum12. Bangor University: Learning in employment: an institutional approach14. Cardiff Metropolitan University: Elevate Cymru: a high performance working net work pan-Wales project15. Cardiff and Vale College: Developing formal higher-level qualifications for learning support assistants employed in primary and secondary schools in the Vale of Glamorgan and Cardiff17. Cardiff University: Authentic research experience for students: the Cardiff Under graduate Research Opportunities Programme19. Cardiff University: Supporting the development of e-CPD21. Coleg Llandrillo: The development of Learning in Action modules within Coleg Llandrillo-based foundation degrees 22. Glyndwr University: Foundation degree development23. JISC RSC: TELSTAR Open Educational Resources26. Swansea Metropolitan University: Learning in work – Leisure, Events, Tourism and Sport28. Swansea Metropolitan University: Applied industrial placement30. Swansea University: Introducing WBL to Health and Social Care31. University of Glamorgan: Learning in employment: a critical evaluation by the Faculty of Business and Society33 University of Glamorgan: ESF-funded pan-Wales Work-based Learning programme34. University of Glamorgan: ESF-funded pan-Wales Foundation Degree programme36. University of Glamorgan: Learning Through Employment: framework and resources toolkits38. University of Glamorgan: HEA Change Academy: Learning Through Employment40. University of Wales, Newport: Partnership projects in Sport41. University of Wales, Newport: Flexible Learning in Employment and Community Scenarios (FLECS)42. University of Wales, Newport: Skillset Media Academy Wales post-graduation facility44. University of Wales, Newport: Strategic Insight Programme (SIP)45. University of Wales, Newport: Enhancing learning in employment through exchange47. University of Wales Trinity Saint David: LATERAL (Liberating Aptitudes through Technology-Enhanced Recognition and Accreditation of Learning)50. University of Wales Trinity Saint David: Dyslecsia Cymru/Wales Dyslexia: supporting the needs of dyslexic workers in Wales52. University of Wales Trinity Saint David: Postgraduate Certificate in Leadership in Public Service: a collaborative approach to curriculum design and APEL55. References

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Introduction In response to the Welsh Assembly Government’s strategy for higher education, For Our Future (Department for Children, Education, Lifelong Learning and Skills, 2009), representatives from all major higher education stakeholders agreed to a focused enhancement theme for Wales – Graduates for our Future – built around three major work strands: Learning for Employment, Learning in Employment and Students as Partners. The work strands were officially launched in March 2011 and the three groups set about discussing how they could best capture innovation and practice from the sector. This publication represents the work of the Learning in Employment work strand and comprises 25 case studies from further and higher education and JISC RSC.

Group membership

Aberystwyth University – John Grattan

Bangor University – Lindsay Jones

Cardiff Metropolitan University – David Lloyd

Cardiff and Vale College – Emil Evans

Cardiff University – Sarah Williamson

Coleg Llandrillo – Paul Roberts

Glyndwr University – Trish Reid

JISC RSC – Lis Parcell

Merthyr Tydfil College – Maria Heffernan

Quality Assurance Agency – Anett Loescher

Swansea Metropolitan University – David Trenberth

Swansea University – Megan Rosser & Gail Mooney

The Open University – Rob Humphreys

University of Glamorgan – Karen Fitzgibbon (Work strand leader)

University of Wales – Andrew Jones

University of Wales, Newport – Jo Smedley

University of Wales Trinity Saint David – Liz Wilson

Wales Employment and Skills Board – Danny Saunders

Defining ‘learning in employment’

The first task of the group was to agree a definition of learning in employment that would provide sufficient scope to encompass the many activities members discussed. Our working definition was agreed as:

Learning in employment is the accreditation of part of or all of a student’s learning programme through formal recognition of experience in the workplace.

We were fortunate to have such a broad definition as others have rightly pointed to the complexity of defining learning in/through employment (Lemanski, Mewis and Overton, 2011; Moreland, 2005; Yorke and Knight, 2006). In particular Laycock (2011) provides a comprehensive outline of the multiple layers of work-based, workplace and work-related learning approaches, each with their own particular emphasis. The Learning in Employment collection of case studies touches on each of these elements and our definition sought to provide an umbrella beneath which all learning in employment activity could be collected.

Emerging themes

In our discussion, the group identified several themes emerging from the case studies, these being:

• learner experiences;

• employer experiences;

• assessment;

• alumni engagement;

• quality assurance.

As might be expected, reflections concerning learner and employer experiences are contained in most of the case studies. Learner experiences in the case studies are extremely varied and offer a rich picture of learning opportunities and models across the Welsh HE sector. Employer experiences are offered in several of the case studies, including those from Aberystwyth, Cardiff Metropolitan, Glamorgan, Newport and Swansea.

The breadth of assessment mechanisms for learning in employment is vast. Laycock (2011) alone offers 23 different methods. In the case studies presented here, assessment is achieved through the use of portfolios (Swansea and Swansea Metropolitan) and reflective portfolios (Trinity Saint David), while other cases suggest a multiple approach to assessment methods (Cardiff and Vale, Glamorgan, Llandrillo). The inclusion of alumni in engaging with learning in employment is covered by Aberystwyth and Cardiff.

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Each of the case studies demonstrates the need for careful consideration of quality assurance mechanisms. In some cases (Aberystwyth and JISC RSC) this is overtly considered, while careful reading of the remaining case studies each point to the underlying considerations of quality assurance requirements.

The use of a wide variety of pedagogical, andragogical and heutagogical approaches is apparent, with most of the case studies having an identifiable underpinning in relation to learning and teaching. It is particularly apparent that students as co-creators of learning, knowledge and assessment is an approach often used in learning in employment – and this in turn helps to strengthen the ‘students as partners’ agenda in Wales.

The case studies represent a snapshot of activity across the Welsh sector with regard to learning in employment. However, this is only the beginning. The inaugural Future Directions Conference in April 2012 will provide an opportunity to look ahead and consider, in particular : the use of technology-enhanced learning in employment; measuring impact of learning in employment; the use of transferable learner credits; and the use of institutional change approaches to secure opportunities for further development of learning in employment strategies.

The case studies The case studies offer a range of implementation levels. Some were introduced at award level, some across a faculty, and others at institutional level. As such, it is possible to take the examples shown and up- or down-scale them to meet the needs of individual practitioners or institutional teams. For guidance, the implementation level is shown in brackets next to the name of the institution in the body of the document. Some of the case studies are part of the Work-based Learning programme or Foundation Degree programme, funded by the EU’s Convergence European Social Fund, through the Welsh Government. Text within the individual case studies will indicate this. Case studies from participating institutions

Institution Name of initiative Contributor Page

Aberystwyth University

Aberystwyth Opportunities Network

Institutional (pilot phase)

Carolyn Parry 9

Aberystwyth University

Integrating employability into the curriculum

Award Kate Bullen 11

Bangor University Learning in employment: an institutional approach

Institutional Lindsay Jones 12

Cardiff Metropolitan University

Elevate Cymru: a high performance working network pan-Wales project

Institutional David Lloyd 14

Cardiff and Vale College

Developing formal higher-level qualifications for learning support assistants employed in primary and secondary schools in the Vale of Glamorgan and Cardiff

Award Emil Evans 15

Cardiff University Authentic research experience for students: the Cardiff Undergraduate Research Opportunities Programme

Institutional Sarah Williamson

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Cardiff University Supporting the development of e-CPD

Institutional Sarah Williamson

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Coleg Llandrillo The development of Learning in Action modules within Coleg Llandrillo-based foundation degrees

Institutional Paul Roberts 21

Glyndwr University Foundation degree development Institutional Trish Reid 22

JISC RSC TELSTAR Open Educational Resources

Institutional Lis Parcell 23

Swansea Metropolitan University

Learning in work – Leisure, Events, Tourism and Sport

Faculty Jacqui Jones 26

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Swansea Metropolitan University

Applied industrial placement Faculty David Trenberth

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Swansea University Introducing WBL to Health and Social Care

Faculty Megan Rosser and Gail Mooney

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University of Glamorgan

Learning in employment: a critical evaluation by the Faculty of Business and Society

Faculty Julie Gould and Lesley Long

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ESF-funded pan-Wales Work-based Learning programme

Institutional Leanne Jones 33


ESF-funded pan-Wales Foundation Degree programme

Institutional Clare Naylor 34


Learning Through Employment: framework and resources toolkits

Institutional Heather Skinner and Peter Green

36


HEA Change Academy: Learning Through Employment

Institutional Karen Fitzgibbon

38

University of Wales, Newport

Partnership projects in Sport Award Mel Tuckwell 40


Flexible Learning in Employment and Community Scenarios (FLECS)

Institutional Jo Smedley 41


Skillset Media Academy Wales post-graduation facility

Faculty Hannah Raybould

42


Strategic Insight Programme (SIP) Institutional Cheryl Moore 44


Enhancing learning in employment through exchange

Institutional Martin Edwards

45

University of WalesTrinity Saint David

LATERAL (Liberating Aptitudes through Technology-Enhanced Recognition and Accreditation of Learning)

Institutional Liz Wilson and Elsie Reynolds

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Dyslecsia Cymru/Wales Dyslexia: supporting the needs of dyslexic workers in Wales

Award Liz Wilson and Elsie Reynolds

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Postgraduate Certificate in Leadership in Public Service: a collaborative approach to curriculum design and APEL

Award Liz Wilson and Elsie Reynolds

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Case studies by institution Aberystwyth Opportunities Network

Aberystwyth University (Institutional)

Key words: alumni engagement, enhancement of employability, enhanced employer engagement, opportunity creation

Aim:

• to raise career aspirations and achievement of Aberystwyth students and graduates of all disciplines;

• to raise access to international opportunities to counteract local labour market limitations;

• to leverage alumni employment knowledge and provide additional resource for careers education and development;

• to enable participants to develop career management skills, demonstrate achievement and potential in job applications, and be mentored;

• over time to create a significant improvement in DLHE (destinations of leavers from higher education) KPI outcomes.

Description/approach:

Current activity is provided through three elements:

• Inspiring people – chat-show style open audience interview series with successful alumni to inspire students to take career action and build career confidence while helping academic staff keep up to date on employability issues.

• Alumni in the curriculum – sector/profession-related, departmental, curriculum-based workshops that simulate typical associated work activities enabling students to understand career options better and build confidence in ability and choice.

• Work opportunities – ranging from short vacation work to year-long placements and graduate roles.

A fourth element is envisaged consisting of recruiting alumni to mentor students and graduates.

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Anticipated outcomes:

• significant improvement in student career management, decision making and skills development, evidenced by improved DLHE KPI outcomes;

• additional employer engagement;

• opportunities for additional joint academic/employer research projects.

Evidence of actual outcomes:

Although a small number of workshops have taken place and ongoing work opportunities are available, it is too early for impact on DLHE outcomes to be observed.

Early outcomes noted are:

• videos of some workshops by major alumni employers have been made, which are used in careers education sessions;

• a recruitment ‘spin-off ’ benefit of these as several are now featured in the University’s virtual open day mini website.

Specific quality assurance or quality enhancement challenges/opportunities created by this initiative:

Issues surrounding unpaid work placements have been addressed to ensure relevant Government guidelines on National Minimum Wage are met thereby providing inclusive opportunities for all regardless of, for example, widening participation issues.

• Year-long placement opportunities fit within the existing ‘Year in Employment’ scheme.

• The challenge of ensuring an effective match between candidate and employer is met by a moderated pre-selection process.

• The mentoring element currently under development will need to provide a mechanism to ensure quality of mentoring and suitability of mentee.

Reflection/impact:

• Students have responded very well to having ‘alumni in the curriculum’, with significant increases in personal confidence/autonomy and career decision making/action noted, e.g. by increased engagement with local scheme work tasters provided through GO Wales and an increase in applications in this area submitted for checking in Careers Service one-to-one sessions.

• The initiative will provide further opportunities for joint research activity linked to existing University schemes, e.g. KTPs, KESS and ATMs, thereby potentially enhancing University income and research outputs.

Integrating employability into the curriculum

Aberystwyth University (Award)

Key words: application of theory to practice, enhancement of employability

Aim:

Psychology degrees develop a range of skills in students. Currently, national surveys such as that conducted by the British Psychological Society (BPS), report that employers do not appreciate the skills of Psychology graduates and that students do not adequately acknowledge the skills they develop throughout their degrees. The overall aim of the initiative at institutional level was to incorporate employment opportunities into the curriculum to enhance student compliance and enhance awareness and development of graduate level skills. At discipline level, the experience has been fed back to the BPS as evidence of an initiative to enhance employability. The main target audience was students, all be it with implications for external organisations.


• To maximise participation employability was incorporated into the taught/assessed curriculum.

• The aim was to overcome non-compliance with the voluntary PDP system.

• Employability was introduced as a vertical theme in the BSc Psychology scheme complementing the work of the Careers Advisory service.

• At Level 1 a ten-credit module on PDP was introduced to support the development of the student portfolio and encourage engagement with the development of skills to maximise employability.

• At Level 2 a 20-credit module, incorporating a 20-hour work placement, was introduced. Employment could be paid or voluntary. Students were expected to keep a reflective journal of experience and to complete coursework demonstrating the role of psychology in practice during their placement.

• Currently a Level 3, 20-credit module in ‘Consultancy and Enterprise in Psychology’ is being developed.


• Within the department evidence of increased engagement with the PDP process is anticipated together with greater student awareness of the need to develop and ‘showcase’ their skills for applications to future employers.

• In future, the department would wish to use employability statistics to benchmark the efficacy of the employability initiative against national trends for Psychology graduates.

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Not currently applicable due to the early stages of the development of the initiative.


The initiative is an awareness-raising exercise for students and potential employers:

• students: identification of skills and why/how to develop and use them;

• employers: understanding the skills base of Psychology graduates and enhancement of the importance of ‘psychological literacy’ in employees even if not employed directly in psychology.

The initiative has also provided opportunities for community engagement and third mission activities.

Reflection/impact:

• Impact in hard terms is yet to be discerned due to the early stages of the process.

• For students there is softer evidence of increased awareness of the need to engage in this process and the raft of skills they are developing.

• Making the skills obvious has enabled students to feel more confident in their abilities of communication and through negotiation of placements, etc.

Learning in employment: an institutional approach

Bangor University (Institutional)

Key words: work-based learning, foundation degree, work placements, employer engagement, employability skills, GO Wales

Aim:

Bangor University (BU) is committed to enhancing the quality of its learning and teaching practice as well as the employability skills of its students. Learning in employment is seen as key to achieving this.

In line with these aspirations, Bangor University offers its students vocational courses and bespoke, tailor-made modules that address the needs of today’s graduates and the current economic landscape. Some courses mentioned in this case study are part of the Foundation Degree programme, funded by the EU’s Convergence European Social Fund, through the Welsh Government.


• Work-based learning portfolio: One particular area of note is our continued support of the work-based learning (WBL) agenda. This has resulted in applications for projects delivering training on: photonics; modern languages, translation and language technology; professional and practical creative theatre development; and a high-performance working network. Our participation in this activity is projected to deliver CPD training between Levels 4 and 7 to over 2,000 participants over a three-year period. These WBL bids were developed with input from Sector Skills Councils, local businesses and University academics to ensure they are ‘fit for purpose’ and reflect the current needs of their sector.

• Foundation degree portfolio: In partnership with Coleg Llandrillo, a Foundation Degree in Energy & Power has been developed as part of the University of Glamorgan’s Foundation Degree programme funded by ESF.

• Work placements: BU offers work placements to students from across all disciplines. Its Careers and Employability Service department host a GO Wales team, which provide work placements as part of this pan-Wales project.

• College-specific work placements: In addition to the placements offered by GO Wales, BU also organises college-specific work placements. The School of Law, for example, organises placements at the start of each academic year, which all students are free to apply for. These work placements offer a unique opportunity for students to experience the type of careers they might wish to pursue, from solicitors’ practices to local government.

• ‘Built-in’ work placements: Work experience is ‘built-in’ to numerous BU undergraduate courses. For example, during the course of their three years studying BSc Product Design, students are required to spend 24 weeks in a work placement. These placements are organised into eight-week blocks during each year and are overseen by experienced mentors and include site visits by the students college link tutor.


The improvement of graduate employability skills, their increased confidence in the workplace and ‘real-life’ skills acquisition relevant to their discipline and anticipated future career.

Increased collaboration between institutional staff and local employers and the bringing together of the University and community.

Reflection/impact:

The ongoing commitment of Bangor University to the future of its graduates is enhanced by the work done under the ‘learning in employment’ heading.

Time spent in the workplace increases student autonomy, confidence and employability skills, thus empowering students to take a leading role in both their personal and academic development. These enhancements compliment the learning and teaching agenda at Bangor University and support the work undertaken by academic staff.

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Elevate Cymru: a high performance working network

pan-Wales project

Cardiff Metropolitan University (Institutional)

Key words: bitesize learning, ESF project

Aim:

The Elevate CYMRU project is part of the Work-based Learning programme, funded by the Convergence European Social Fund, through the Welsh Government. This is a pan-Wales ESF project encompassing four HE/FE Hubs providing training in the Convergence areas of Wales. The four Networks encompass North Wales, West Wales, South-East Wales and the Heads of the Valleys. Cardiff Metropolitan University (South-East Wales) is the Lead Hub.

The project supports businesses based in the Convergence areas of Wales and sets out to upskill participating employees (students) with the aim of building a pan-Wales approach to the leadership and management of the high skills needs of micro, small and medium to large-sized businesses. Each Hub is required to engage with 160 companies and deliver accredited short modules to 400 employee participants. In total therefore there will be 1,600 employees who will have the opportunity to gain new skills and through this learning process add value to the future growth and sustainability of their employing company.


The needs of companies will be assessed and appropriate short modules at Levels 4, 5 and 7 will be delivered to participating employees. The participants will undertake their coursework usually at their place of employment and much course content will be delivered as blended learning through the University’s intranet virtual site. Lectures will also visit their students to conduct face-to-face training and there will also be the opportunity for networking events where the employer and student can share experiences and discuss current issues and challenges.

There is also the opportunity for the delivery of course material through a ‘shell’ project module so students will be able to undertake research tackling issues relating to the performance of their employing company with the aim of uplifting future levels of productivity.


The project runs for an initial period of three years during which time it is anticipated that the student participants will gain a minimum of one ten credit module and up to a maximum of 60 credits per student. These accredited module outcomes can then be used (through the APEL process) to allow an individual to progress onto either a foundation degree or a Masters level higher degree. At the same time the employer will benefit from having a better equipped workforce capable of making a significant contribution to the future growth and sustainability of their employing company.


As the project will be delivering accredited courses from January 2012 it is not possible at this stage to provide evidence of actual outcomes.


All academic material and coursework delivered will conform to QAA guidelines and the awarding regulations of the university or FE college delivering the accredited courses.

Reflection/impact:

It is not possible at this stage to reflect on the impact of the project, but the programme will provide access to students who may never have had the opportunity to engage with an HE/FE institution. There will also be the added benefit that employers will be able to network and share current problems and experiences. By upskilling the workforce for businesses in the Convergence areas of Wales there should be a corresponding level of company growth, job protection and creation, and improved levels of sustainability for all involved.

Developing formal higher-level qualifications for learning

support assistants employed in primary and secondary

schools in the Vale of Glamorgan and Cardiff

Cardiff and Vale College (Award)

Key words: foundation degree, learning support assistants, primary schools

Aim:

• to offer a formal academic HE qualification for learning support assistants (LSAs) in post in local schools within Cardiff and the Vale.


Barry College has offered the OCR Certificate for Teaching Assistants at Levels 2 and 3 for a number of years and these qualifications continue to be very popular. Students are all in post in either a full-time or part-time capacity at local primary and secondary schools and attend the college for two to three hours per week from September to April to study modules related to supporting teaching and learning in school settings. Over the past four years there has been an increasing demand from successful students and their employers to develop professionally in post to gain higher qualifications.

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In order to facilitate the demand the College, in partnership with the School of Education at UWN, developed a Foundation Degree in Learning Support. This qualification is studied over two years with all evidence for all modules and final dissertation gathered from experience in post.


• Students qualify at Level 4/5 enabling them to apply for LSA Level 4 positions, which supports the school financially in that PPA cover can be provided by the LSA.

• With the introduction of the foundation phase, LSAs need to acquire knowledge and skills at a higher level in order to contribute to observations and assessments.

• The development of these programmes provides a recognised academic/career route that promotes the professional status of learning support assistants at this level.


The first cohort of students completed their foundation degree in May 2011 and as of September 2011 a top-up BA (Hons) for LSA Education is in place for successful students to complete a full degree. Five students employed in local schools are currently enrolled on the BA with the full support of their schools and will graduate in June 2012. All BA students complete an independent research study undertaken within their schools which focuses on school improvement. Foundation degree students also complete a research project, with the majority of schools implementing the recommendations made as a result of their findings.

As at October 2011 successful students on the foundation degree are being offered promotion by their employers as a direct result of their higher-level qualifications.

Reflection/impact:

Learning support assistants with the foundation degree are now supporting less experienced LSAs within their workplaces. Many are given autonomous roles in a variety of curriculum areas in support of the children and staff. Level 4 LSAs attend staff meetings to disseminate relevant information to the whole LSA team. The higher-level LSA will attend further training in employment to implement initiatives throughout the school. The foundation degree provides the opportunity for the LSA to play a greater role in supporting teaching and learning.

Authentic research experience for students: the Cardiff

Undergraduate Research Opportunities Programme

Cardiff University (Institutional)

Key words: research, CUROP, undergraduate research, internship

Aim:

• to give students a taste of real ‘live’ research and an understanding of the academic research environment;

• for students to make genuine contributions to knowledge and experience academic dissemination activity;

• to help students make an informed choice on future postgraduate and academic research as a result of their experience.


The Cardiff Undergraduate Research Opportunities Programme (CUROP) provides funding for undergraduates to participate in staff-led research projects during the Summer vacation. The goal is to give students a taste of real ‘live’ research, make genuine contributions to knowledge and experience academic dissemination activity.

CUROP is available to all disciplines through a competitive bidding process. Project proposals must demonstrate that there is a clear and meaningful contribution that a student can make and that the student will receive appropriate supervision. Proposals are evaluated by a panel consisting of the PVCs for Research and Education and Students, along with other members of the Learning and Teaching Committee and Students’ Union elected officers. Student recruitment to projects (generally students between their second and third years) is the responsibility of project supervisors.

The CUROP scheme provides funding for undergraduates to undertake six to eight weeks of research on staff projects, usually in the Summer vacation, with the intention of giving students authentic experiences of academic research. In the initial years, University funding of £25,000 per annum was allocated and this has now increased to £60,000 per annum.


The anticipated outcomes were that the research and education communities would be brought together through a mechanism that would see great benefits for both the students and for research. It was hoped that by undertaking CUROP more students would be interested in following a career in academic research and that Cardiff could support the growth of postgraduate research numbers both internally but also throughout higher education.


Over 150 students have been involved in the CUROP scheme since its pilot in 2007. Ongoing evaluation of the CUROP scheme has taken place each year

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since its initial pilot. Feedback from students and staff involved with the scheme is overwhelmingly positive:I thoroughly enjoyed the CUROP experience and felt that it had a significant impact on my decision to apply for a PhD this coming year.

It is useful personally as it gave me a taste of researching at an advanced level. We had enough freedom to get a full experience but we knew that there was help from our supervisors if we were unsure, which meant we were more confident. It has given me confidence in myself and my teamworking abilities and allowed me to pursue my interest in the subject matter.

The CUROP experience was really amazing as it gave me a chance to be exposed to the research aspect of optometry. It also gave me an insight as to how research work is. This experience has triggered my interest to work in the research field in the future if possible.

Staff benefit from valued input into research projects and have reported that the scheme can be an agent for forging new interdisciplinary coll aborations and for establishing foundations for the application for further research funding:

Without the work that she completed, we would not now be planning a large grant application based on the CUROP project – we simply could not have devoted 8 weeks full time to develop the pilot database.

Students and their project supervisors believe strongly that the CUROP experience gives students insight into the research process and develops their research skills. CUROP projects have enabled students to contribute to academic publications, international conferences and broader dissemination activities. Learning while in employment enables the students to gain a real insight into an academic research career, and all students are given the opportunity to present their work via a poster at the CUROP Presentation Day held each year.

Reflection/impact:

CUROP has exceeded our expectations. There is no doubt that both students and staff benefit from this scheme. The most rewarding aspect is the excitement for research generated in students being given an opportunity to be involved in real life projects. Hopefully some will be sufficiently inspired to become researchers of the future.

Pro-Vice-Chancellor Research

The implementation of CUROP has exceeded expectations, demonstrated by the ongoing support the University provides to ensure the scheme continues to be available. There is, however, the key issue of the limited number of students the scheme is able to support, with significant funds required to place approximately 45 students each Summer. This can be mediated by external funding but is always precarious, and several sources have recently disappeared in the last year.

Internally, however, CUROP goes from strength to strength. The direct support from the Vice-Chancellor, who attends the CUROP Presentation Day and speaks to each student, is seen as a real benefit to the scheme. The next step is to attempt to quantify the amount of additional research funding coming into the University as a result of the priming work carried out by the CUROP students.

Supporting the development of eCPD

Cardiff University (Institutional)

Key words: eCPD, e-learning, online delivery, flexible delivery

Aim:

• to provide expertise in the development of the online delivery of CPD learning;

• to enable staff to understand the range of options available for online learning, and to train up staff so that they are able to further develop CPD learning for themselves;

• to develop, implement and evaluate a new model of delivery of support for staff in their e-learning and educational multimedia developments.

The initiative was available, via a competitive bidding process, throughout the institution to any course that was delivering continuing professional development (CPD).


The eCPD project began in January 2010 and was established to offer support to all those within the University delivering CPD to help assist with the development, improvement and enhancement of their e-learning provision for CPD.

One of the project’s key aims involved developing and implementing a new model of support, with staff bidding for the time of an expert e-training developer rather than direct funds. This was so that any development of eCPD would align with the University’s systems and be easily maintained, ensuring a more sustainable use of resource. The e-training developer assisted staff in defining the requirements of their project bid, providing projects that were achievable given the resources, skills and time available. Proposers also had to demonstrate how their outputs or approach could be reused for other learning opportunities. Standard for all projects was the production of guidance and training on the developments, so that staff could understand clearly what had been achieved and enable them to be able to carry out future developments with similar requirements for themselves.


The anticipated outcomes were that there would be greater availability of eCPD within the University, that existing eCPD offerings could be improved and enhanced, and that there were a greater number of exemplars of good practice in online delivery for others to learn from. The new model of support would be assessed to see whether this approach could work for e-learning developments at undergraduate and postgraduate level, with a possible change to current funding models within the University.


In the first two years of operation of the eCPD project, ten projects have been completed with a further four projects underway. The projects have produced example material that has been used to highlight the opportunities available through the use of eCPD to the University.

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The eCPD project underwent an evaluation in Spring 2011 and its findings indicated that this model of support for e-learning in CPD has been successful and is considered, not just appropriate, but very useful and helpful for the academic partners the e-training developer has worked with to develop eCPD. The results clearly show that projects were developed more than satisfactorily for project proposers, and that further support of this type would be appreciated, with the majority agreeing that this model of support should be more widely available in the University.

There were several important messages that can be drawn from the operation of the eCPD project. Each eCPD project was individual and had different requirements in their own right, with results showing that each project leader had a very different response when asked what they wanted to achieve with their project and what examples they could give for reusing materials and knowledge gained during their project. This suggests that it might be difficult to train ‘subject matter expert’ staff in using a generic set of e-learning technology skills with the expectation that they will then be able to find the best approach for needs themselves. This could help explain why this approach to support was so well received by all the project leaders.

The project leaders made various comments about the value of having an e-training developer at hand, helping to ensure eCPD developments were appropriate and high quality. This suggests that a synergistic partnership, between developer and academic, in developing eCPD courses is an effective approach. The findings also show that academics appreciate and value the support, advice and help they get from a project of this kind and this model of support.

Reflection/impact:

The findings from the evaluation provided a positive message for the University and demonstrated that the aims of the eCPD project were successfully achieved. It gave schools providing CPD provision the opportunity to directly benefit from support, and many have gone on to develop further online learning for themselves utilising the initial guidance and training from the e-training developer.

The eCPD project has helped the wider University to gain an understanding of how this different model of support can be effectively used for e-learning developments. It does appear to have been more efficient and cost-effective than distributing direct funding to schools for e-learning developments, with more projects being completed than would have been possible with direct funding. The developments have all been undertaken using University systems or software that is readily accessible, and so the ongoing maintenance and sustainability of the outputs will be possible.

One last thought is about the short supply of people to take on the role of ‘e-training developer’. Finding people with technical skills and the understanding of pedagogical/andragogical principles, who are able to apply this knowledge to a range of subject disciplines, is very difficult. Many of our project leaders have been so pleased to have someone with this skillset that they have offered funds to ‘buy out’ the e-training developer to work on other projects with them!

The development of Learning in Action modules within

Coleg Llandrillo-based foundation degrees

Coleg Llandrillo (Institutional)

Key words: work-based learning, linking theory and practice, employer involvement

Aim:

All students enrolled on Coleg Llandrillo foundation degrees validated through University of Wales (initially) and Bangor University (currently) undertake Learning in Action modules as an integral part of their programme of study. The modules aim to provide students with the opportunity to analyse and reflect upon how the new knowledge and skills that they have acquired can be applied within the workplace and how this benefits both them and their employers.


Within all foundation degree programmes four modules comprise the vocational practice element centred upon the workplace: a requirement of all foundation degrees. Learners carry out a number of employment-related tasks, negotiated jointly with employers and College-based staff, and log hours undertaken specific to those tasks, which are then monitored and assessed by assigned tutors with support from local employers.

The four employment-based modules are entitled ‘Learning in Action’ and require students to reflect on their employment practices and make links between theoretical-based modules and employment-based modules. Learning outcomes are written generically so that evidence can be gathered and produced within all curriculum areas.


For the learners, assessment, which takes the form of portfolios, diaries, journals and reflective accounts, leads to outcomes that enable them to:

• recognise how new knowledge and skills have enhanced their effectiveness at work;

• engage more knowledgeably and effectively with processes at work;

• make enhanced contributions to working practices;

• integrate learning with the full range of employability skills.


Learner portfolios, diaries, journals and reflective accounts already demonstrate the value of new knowledge and skills to learners at work. The modules provide learners with the opportunity to recognise how each academic module impacts upon their practice and enhances their performance.

Student and employer feedback on Learning in Action modules is positive as both recognise the value of time, clearly articulated within a programme of study, that requires learners to focus upon how learning enhances performance in employment.

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Validation events present challenges. Panels are often unclear about how the Learning in Action modules operate in relation to learning and assessment.

Reflection/impact:

The Learning in Action modules epitomises the College’s approach to work-based learning within foundation degrees. The common approach that the College has taken ensures that equal opportunity is offered to all learners across all curriculum areas in relation to assessment of learning outcomes.

A recent development has been the establishment of lead module tutors for a set of common modules including Learning in Action. The purpose of these tutors is to encourage the sharing of resources and disseminating good practice. A Moodle presence has been set up with all Learning in Action module tutors added as participants.

Foundation degree development

Glyndwr University (Institutional)

Key words: foundation degrees, collaboration, demand-led, consultation with Sector Skills Councils

Target audience:

Our target audience comprises those employed in the following specific sectors or occupations:

• creative industries or occupations;

• outdoor pursuits industry;

• automotive industry.


HEFCW has given an allocation of One Wales funding for the development, promotion and delivery of new part-time foundation degree provision. In our region, North and Mid Wales, Glyndwr University is the identified lead institution for foundation degrees. We are involving employers and Sector Skills Councils as part of the development process to ensure that the qualifications are relevant to the needs of employers, their employees and the appropriate sector. This degree programme is part-time and is targeted towards those in employment who wish to gain higher-level qualifications to reflect their skills and experience. Delivery will commence in September 2012, with a second intake in 2013, and the degree programme will run over two calendar years.

The foundation degrees are run in partnership with other educational providers. Those led by Glyndwr University are as follows:

• Creative Technology and Digital Media (in partnership with Yale College, Coleg Menai, Coleg Powys and Bangor University);

• Outdoor Leisure and Management (in partnership with Coleg Llandrillo, Coleg Menai, Coleg Powys, Coleg Harlech);

• Hybrid Vehicle Technology (in partnership with Coleg Llandrillo, Yale College, Deeside College, Coleg Powys).


The foundation degree development is intended to produce graduates whose qualification equips them to progress in their chosen career and enhance the business performance of their employers.


Over 140 students have now graduated with foundation degrees.


The non-traditional methods of delivery and assessment of foundation degrees has been challenging.

Reflection/impact:

There has been recognition by employers and SSCs of the appropriateness of foundation degrees for their workforce, and increased collaboration between the institution, employers and SSCs.

TELSTAR Open Educational Resources

JISC RSC Wales

This summary by JISC RSC Wales is drawn from a detailed project report produced by staff at Cardiff Metropolitan University (formerly UWIC) as part of the JISC Building Capacity Wales Programme. The full project report is available at http://www.jisc.ac.uk/whatwedo/programmes/bcap/cardiff.aspx: it includes a total of five case studies, extensive references and links to research into learning in employment/work-based learning. As such it will be of value to anyone wishing to explore the effective use of technology to enhance learning in and for employment, and related topics.

Key words: technology-enhanced learning, workforce development, work-based learning, learning in employment, learning for employment, Open Educational Resources [OER]

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The initiative was introduced: throughout the institution across a number of vocational programmes including those in the Cardiff School of Management, the UWIC Food Industry Centre, and the Mature Students Society.

Aim:

The TELSTAR Open Educational Resources project is one of a suite of sub-projects carried out at UWIC under the banner of ENHANCE, the University’s contribution to the JISC Building Capacity Wales Programme 2010-11. TELSTAR aimed to identify ways of providing additional support for work-based learners on vocational programmes, using online resources and expertise previously developed via a JISC project at another institution.

The staff and students involved in the project were located in a range of vocational programmes. The resources were used across several ENHANCE projects including: Experience Through Work Webfolio, Online Mature Students Society and UWIC Foodies Work-Based Learning Network.


Through a range of methods such as the Student Withdrawal Survey, UWIC staff had identified a need to address issues that were causing some students on vocational programmes to experience difficulties with the work-based element of their course and even, in some cases, to drop out altogether. It had been noted that difficulties were encountered by students in relation to: expectations of the workplace; mastering the skills needed to reflect on learning in the workplace (for example, requirements to complete logs and reports for assessment); and experiencing isolation from peers and tutor guidance. To overcome these difficulties, additional online support was needed. This was where the JISC Building Capacity Wales Programme came in.

The idea behind Building Capacity Wales (part of a wider JISC Building Capacity Programme) was that institutions would: 1) identify a key strategic issue they wished to address; 2) identify existing publicly funded resources and sources of expertise (such as those funded through JISC projects) that might assist in addressing that issue; and 3) apply those resources/expertise to the issue in question.

Once UWIC had identified one of their strategic priorities as being the provision of additional work-based learner support, they set about identifying suitable resources. What they came up with was a collection of Open Educational Resources created at the University of Central Lancashire as part of their TELSTAR project funded by JISC in 2009-2011. You can find out more about the original TELSTAR work on the project website and on the JISC website.

Open Educational Resources (OERs) are resources that are designed to be shared. The OER Commons website gives the following definition: “Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner.” In the last year or so they have started to attract more interest from the academic community, partly thanks to the JISC-Academy OER initiative and the work of JORUM, the UK’s teaching and learning materials repository.

The TELSTAR OERs evaluated by UWIC comprised 17 topics including, for example: reflection; dealing with difficult people at work; and motivation at work (see the full project report for a complete list). They included not only text-based material but also multimedia, learning activities and presentations that could be customised. The resources were initially obtained on DVD and evaluated by staff before they were made available to students. Some tutors chose to select and use materials as they stood, while others adapted them to suit their needs.


The project sought to identify quality resources that could be reused to support work-based learners during placements while saving staff time (high quality e-learning material was considered to be expensive and time-consuming to develop from scratch).


The project reported some initial reservations by staff about using resources created elsewhere. For example, there were fears concerning IPR and the perceived quality of externally created resources. While these are commonly observed barriers to the take-up of third-party resources, the staff at UWIC acquired a deeper appreciation of copyright issues and were able to gain confidence in the quality of the materials. Importantly, staff valued the fact that use of quality OERs saved them time and inspired some pedagogical innovation.

Tutors and students who used the resources have responded positively, with students reporting an increase in confidence. Building on this success, Cardiff Metropolitan University are developing their own repository of materials to support work-based learners, drawing on external repositories including JORUM and UCLAN’s E-Evolve. Students will be able to access the materials via a Blackboard module.

Reflection/impact:

The project final report includes details of impact (section 1.3 and pp. 48-49). The following quotations are taken from that report:

These resources are of excellent quality, are up to date and are an invaluable toolkit for learners during their transition into their new work placement role/environment. The Reflection resource was particularly useful for enhancing students’ understanding of the reflective process and for offering guidance on reflective writing – a key skill required to complete the module. The resources help students to be more effective within the workplace by managing their expectations of work-based learning, supporting their transition into work and enhancing their employability and management skills. This also has benefits for employers as the students become increasingly skilled, productive and proficient within the organisation. Due to the demands of coordinating and supporting large numbers of student work placements, I am left with very little time. By using the TELSTAR resources, I was able to save time as I did not have to develop my own from scratch. David Lloyd, Work-based Learning Co-ordinator

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The TELSTAR open educational resources are first-class. I think that a culture change has started. Staff are now beginning to recognise the value of using open resources to supplement their own materials. Open resources have the potential to spur pedagogical innovation through introducing new ideas, materials, content and alternatives for effective teaching and they can be modified and reused to promote collaboration and participation. Colleen Connor, Dean of Learning and Teaching

Additional information:

JISC funding opportunities for technology-based innovation are announced from time to time on the JISC website and via a number of JISCmail lists and other channels. If you are interested to find out about JISC funding opportunities, please see http://www.jisc.ac.uk/fundingopportunities.aspx or contact JISC RSC Wales [email protected] for more information.

JISC RSC Wales would like to thank staff at Cardiff Metropolitan University for permission to quote from their original project report.

Learning in work: Leisure, Events, Tourism and Sport

Swansea Metropolitan University (Faculty)

Key words: work-based learning, international industry collaboration, graduate employability skills, empowerment, guest service skills

Aim:

• to provide work-based learning opportunities for undergraduates from all disciplines within the international Leisure, Events, Tourism, Sport and Business industries in order to improve their graduate employability;

• through the use of empowerment and guest service opportunities the programme aims to create graduates with cutting-edge skills who are able to quickly develop specialist management careers.


The case study is linked to the Applied Placement for Leisure Events, Tourism and Sports students (minimum 360 hours in work over 12 weeks minimum) and the Sandwich Placement (minimum 1,200 hours work over a 40-week minimum), which is accessible to all undergraduate students in the faculty. The initiative is designed to develop graduate skills through work.

Students receive ongoing pre-placement support and guidance in order for them to consider their learning needs and undertake a personal qualifications audit and training needs analysis. This is designed to allow them to maximise the opportunity for learning in work.

A range of international industry presentations, recruitment events and interviews are organised to allow students to consider the skills required in the industry. They are required to prepare a personal development plan and portfolio to provide them with the opportunity to secure a suitable experience in the workplace to meet their personal needs and career plans.

Students will be provided with ongoing tutorials in order for them to critically evaluate the most suitable learning in work opportunities to meet their individual career plans. The placement experience is designed on an individual basis in order to provide the students with a rich eclectic mix of vocationally orientated skills as well as experiencing business, management and cultural issues within work suited to their personal situation.

Learning in work will allow students to develop their generic business, management and corporate understanding as well as developing specialist skills. This will include the ability to assess in detail resources, organisational, financial and motivational issues as well as evaluating policies and procedure.

The assessment process has been developed over time in order to maximise the learning in work opportunity. A detailed assessment visit including an employer/student appraisal and in depth student viva allows students to analyse and discuss work-based issues with the tutor’s guidance while development records and innovative DVDs ensure the student’s reflect upon their learning experience, work performance and industry skills.

On return to University from the work experience student will utilise their experiences and knowledge to underpin their future studies. Vocational case studies from work are used in final-year modules throughout the programme, while the Organisational Consultancy/Dissertation modules allow the student to further develop themes from the work-based learning experience.


• an improvement in graduate employability skills and students provided with the skills required to succeed in the industry;

• graduates gaining the required industry-specific skills, qualifications and experience including empowerment, guest service standards and work-based key skills;

• the development of closer working relationships with the international industry in order to provide students with future graduate training opportunities.


• the establishment of academic collaborative links with a range of organisations including West Paces Hotel Group, especially their properties in Ireland, UK and US;

• in 2011 three graduates were selected for graduate training programmes with a key work-based learning employer as a direct result of learning in work;

• in Autumn 2011 two graduates and a placement student were selected to work in strategic positions on the opening of a new luxury hotel as a result of the General Manager’s involvement in the programme and their own learning in work experiences;

• in 2011 one student who undertook a one-year sandwich placement was able to move his degree classification up from a 2.2 to a 2.1 as a direct result of his improved understanding of business and management issues within the industry from learning in work.

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Reflection/impact:

The impact of this initiative is that it has allowed students to develop their understanding of empowerment through the practical and theoretical knowledge of cutting-edge industry initiatives and encourages them to become more innovative and creative in the roles and responsibilities they undertake in work.

Students have also developed the ability to reflect on their own learning experiences in work and appraise management issues in order to further their own employability and work-based skills.

Applied Industrial Placement

Swansea Metropolitan University (Faculty)

Key words: sandwich placement, applying knowledge of the workplace

Aim:

The Work Placement and the Applied Industrial Placement modules are designed to reflect the increased focus on employability and work-based learning of both the Government(s) and QAA, and provide students with a rich eclectic mix of vocationally orientated skills.


Swansea Metropolitan University has a long-established tradition of providing vocational courses for students both locally and nationally, and Swansea Business School, which is part of the University’s Faculty of Business and Management, has revalidated its main Business portfolios (both undergraduate and post graduate) building on this vocational ethos. The undergraduate portfolio for example is designed to provide students with both an academic and practical approach to business and business education, focusing on skills designed to enhance student employability. This is reflected in the recognition the awards are given by professional bodies.

The portfolio is designed so that students can either choose to develop their interests in the key strands of management (for example, Finance, Human Resources or Marketing) or to take a more industry-focused approach (for example, Leisure, Sports or Tourism Management). The incorporation of Leisure, Sports and Tourism Management awards into the Business portfolio has meant that the Applied Industrial Placement module (of a minimum of 360 hours over 12 weeks and worth 40 credits at Level 5) is core to Leisure, Tourism and Sports awards, and in addition a Work Placement (Sandwich) module (of a minimum of 1,200 hours over 40 weeks, with no additional credit value) is offered across the board; those students who opt for either (or both) placement(s) will be engaged in both learning for and learning in employment. This is not an exercise in ‘hot wiring’ the placement, as it is recognised that different students have different needs and requirements and that a placement may not be a suitable exercise for every student. Also the vocational nature of a placement necessarily means that the value of the exercise will be different from programme to programme. However, it is for those students engaged in learning in employment that this wiki is concerned.

The Work Placement module enables students to undertake up to a year’s placement with an organisation, allowing them the opportunity to apply the theories, concepts and skills gained at Level 4 to a work-related environment, and where possible to gain experience in a supervisory/junior management role. Although there are no module credits given to the work placement, it is recognised in relation to the degree as many students use the experience gained as the basis for their final-year Organisational Consultancy project (20 credits at Level 6).

The Applied Industrial Placement (core for Leisure, Sports and Tourism Management awards) focuses on employability and work-based skills, and is supported by a range of approved key employers within the leisure, tourism and sport industry both in the UK and oversees. The module is individually focused to meet the personal needs of the students as well as the course aims and objectives, and provides students with firsthand experience within the leisure, tourism, sport and recreation industries. The learning outcomes of the Applied Industrial Placement tend to be more industry specific (as compared to the Work Placement module). Students on completion of the module will be able to: consider and review a range of industry-related opportunities for personal and professional development; undertake efficiently a placement within the chosen sector and appreciate the importance of industry-specific, key work-based skills; critically analyse and evaluate management performance within the workplace environment; and discuss industry-specific and more general organisational issues/problems.

On completion of the placement a debriefing exercise is undertaken, which enables students to reflect and assess their placement experience. The exercise is student centred and allows for reflection on placement learning as recorded in the placement logs, and the sharing of experiences with other students in the same cohort and placement tutors. The individual placement student often uses the experience gained from the placement and the debriefing exercise to help them develop and focus their career plans, which may or may not be with the placement employer or in the same line of work. In addition, students who have completed their placements are encouraged to share their placement experience with future placement students.

The learning outcomes to be achieved to complete the Work Placement (Sandwich) module are as follows: to successfully undertake a one-year placement experience demonstrating professional and personal development; to critically discuss, compare and analyse in depth specific and generic management issues affecting organisational performance; to critically assess in detail resources, organisational, financial and motivational issues affecting the organisation; to critically apply a range of theories in a work-based context; and to evaluate and discuss a variety of industry-related issues and organisational policies and procedures. All of which will be assessed via a placement visit, which will incorporate an employer appraisal and a student viva. The students are also required to maintain a placement log, recording their work-based learning throughout the period of the placement.

In common with all other placement modules, a range of procedures and mechanisms are in place to support the student experience; these include a health and safety checklist for each student/placement, and the use of Moodle, Skype and the VLE for contact and support along with a list of emergency telephone numbers.


The placement modules as incorporated into in the revalidated Business portfolio have proved to be successful; the students on the Leisure, Tourism and Sports awards are able to undertake work-based learning that is recognised and valued within their respective industries, whereas for Business award students the placement is offered as an option from which they can gain relevant work-based learning, which may or may not have relevant professional recognition.

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Introducing WBL to Health and Social Care

Swansea University (Faculty)

Key words: WBL programmes

Aim:

This initiative is aimed at individuals wishing to advance their own practice in their professional sphere.


Development

Initially data were gathered from visits to well-established WBL institutes. Then a group of interested lecturers met to develop learning outcomes broad enough to appeal to a wide audience, leaving two outcomes for each practitioner to identify in order to ensure applicability to their own area and development.

Facilitation

The emphasis is tripartite between student, facilitator and lecturer to establish learning contract. Students are supported by action learning and regular review of their learning contracts.

Assessment

The work-based learning is assessed by portfolio prompted by development and fulfilment of the learning contract, which informs development of a student’s personal evidence base.


• individualised approach to personal, professional and practice development;

• increased meaningful learning and relevance to practice.


• practitioners making changes in practice at personal and team levels and teaching medical colleagues;

• increased numbers since introduced.


• ensuring the student experience, quality of learning in workplace, time to think and to learn;

• evidence of great variety in approaches across the University – issues of regulations, accreditation, awards, etc. – embryonic team to look at bringing consistency where possible led by Gail P Mooney.

Reflection/impact:

Students are more empowered by this approach to education and development, and are enabled to make evidence-based changes in practice to the benefit of themselves and their clients.

Learning in employment: a critical evaluation by the Faculty

of Business and Society

University of Glamorgan (Faculty)

Key words: work placements, employability

Aim:

The aim of the module ‘Critical Reflection on Learning in the Workplace’ is to develop reflective practice among the learners, which can be used to enhance the effectiveness of their contribution to the workplace. The module will develop independent learning with student-centred learning based on their experience of the workplace. The module is targeted towards the BA Business Management students, including Enterprise, Human Resources, Marketing, Logistics and Supply Chain Management, on completion of their second year of study and before commencing their final year and graduating.


All students are encouraged to take advantage of a paid work placement after Year 2. Our evidence suggests that students who complete a work placement achieve higher degree classifications* and are more likely to leave university with a job offer. Having successfully completed a work placement and producing a reflective journal, students will be awarded the 20 credit Work-based Learning module at Level 6. Work placements are for one year in a range of local, national and international organisations, organised and managed by the Glamorgan Business School Business and Employability team. Pre-placement preparation sessions are held at the beginning of year two in conjunction with the University’s Careers Service, to assist students with the competitive recruitment and selection stage of the process.

The placement year is regarded as a three-way partnership between the employer, the student and the University. Although the University is not a party to the contract of employment, students undertaking placements are enrolled as our full-time students and we would expect to take any action necessary to ensure the student is proving to be an effective, safe and reliable employee. Therefore, tutors visit students and their managers, and regular contact is made by the team, to ensure both students and employers are benefitting from the experience.

* 40% of Glamorgan Business School placement students gained a first class honours compared to 13% of non-placement students (GBS undergraduate students 2010-11).

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Upon successful completion of this module the learner should be able to critically evaluate the workplace experience in relation to matching the skills and knowledge gained with their other studies and become an independent learner by undertaking a piece of critical work-based reflection of their own choice. Assessment is required in:

• reflective diaries illustrating the process through which they developed their independent learning, with appropriate evidence. This must contain sufficient entries to enable the student’s development to be assessed. Satisfactory references from both the employer and work practice supervisor are also required (50%);

• a critical evaluation of the experience in the workplace, matching the skills and knowledge gained with those gained through the related academic studies (up to 3,000 words) (50%).

Students that complete a work placement between years two and three will, on successful completion of a reflective journal, be awarded a 20-credit Work-based Learning module, and will not need to study the Employment Experience module at Level 6.


A student-centred approach will be adopted and the majority of learning will take place through active and critically reflective engagement with work activities, underpinned by the appropriate academic knowledge and skills. There will be no formal delivery associated with this module, but students will receive a module handbook and guidance from a work practice academic supervisor. Additionally, students will have access to the University’s online learning environment.


This theme is consistent with QAA Subject benchmark statement: General business and management (2007), which suggests students should have “preparation for and development of a career in business and management” and that: “There should be integration between theory and practice by a variety of means according to the mode of delivery, for example, work-based learning, work experience or placement, exposure to business issues including employer-based case studies, visits and inputs from visiting practising managers.”

Reflection/impact:

The Graduate Market Report 2010 reports that graduate vacancies fell by 23% between 2007 and 2009. Although both the Graduate Market Report and the Association of Graduate Recruiters agreed that vacancies would increase in 2010, both also agreed that competition for jobs will be fierce and they advise graduates to enhance their skills through work placement, practical experience and thorough preparation for interviews, assessments, etc. Those students who had undertaken work placements had very positive experiences and strongly endorsed this aspect of the course. To encourage additional students to participate, the 20-credit Work-based Learning module at Level 6 was devised to enable students to further benefit from the rewards.

ESF-funded pan-Wales Work-based Learning programme

University of Glamorgan (Institutional)

Key words: work-based learning, concise, bite-sized learning, demand-responsive, employer-driven, career development, innovation, higher-level skills, collaboration

The European Social Fund (ESF) Work-Based Learning (WBL) programme funded by the EU’s Convergence European Social Fund through the Welsh Government, is managed by the University of Glamorgan, and rolled out on a pan-Wales basis, which means HE and FE institutions can apply for funding for curriculum development and delivery that can benefit the private sector in Wales.

Aim:

Through a collaborative partnership approach, the ultimate aim of the WBL programme is to allow those living and/or working in the ESF Convergence area of Wales the opportunity to access and gain university-level qualifications. Every participant is able to achieve a WBL qualification while they are in either full- or part-time work.

Each project must be designed in partnership with the Sector Skills Councils. Projects are targeted towards filling the skills gaps identified within industries across Wales’ priority sectors: energy; environmental management; telecoms and ICT; bioscience; health (not public sector); financial services; creative industries; automotive and aerospace; construction; and leisure and tourism.

The WBL programme will provide company employees with the opportunity to access higher education learning, in a concise bite-sized format. The 60 credits gained may even encourage the participant to continue their higher education experience. Employers will benefit from their workforce being equipped with the skills they need to enrich their organisations and help ensure that employees have the skills for increased competitiveness in the labour market.

There are certain criteria in order for participants to benefit from the ESF support available. They must be in private sector employment, living and/or working in the West Wales and the Valleys Convergence area.


The pan-Wales ESF WBL programme is a £34 million programme involving the majority of Welsh HE and FE institutions. The programme will run until Summer 2015. The WBL programme aims to result in 7,600 private sector employed students accessing WBL courses, of which 5,320 should gain HE credits at CQFW Levels 4-7 (up to a maximum of 60 credits per learner via the WBL programme).

There are various modes of delivery, including direct delivery, work-based learning, blended learning and distance learning, so students can study flexibly alongside their day-to-day work. Completing a WBL course provides participants with a maximum of 60 university credits, which could be used towards a full university qualification; WBL is also a great way to meet CPD targets.


The regional economy should be bolstered through the increased skills base of the employees and the positive impact this will have on employers.

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The HE sector and its key partners will achieve a step change in partnership working with employers, to the benefit of the Welsh economy.

The relationships cultivated between HE, FE, SSCs and industry during the life of the WBL programme will result in further and more meaningful co-operation after the life of the project, ensuring that all future qualifications developed are done so in a collaborative manner, keeping industry requirements at the forefront of curriculum design.


A mid-term and final evaluation will be undertaken for the programme. While results are not yet known, early evidence suggests that this funding is encouraging HE and FE institutions to work together more effectively, and that employers are beginning to have more input into designing and developing curricula that meet their future skills requirements.

Reflection/impact:

The WBL programme is highly innovative, effective and an easy way to access higher education. Never before has the HE and FE sector attempted to co-ordinate new curriculum design and development at a pan-Wales level.

The new links being forged with Sector Skills Councils are encouraging institutions to put more thought into making their course provision more demand-responsive, especially for those already in employment seeking to upskill.

This scheme will empower employees and employers to have more say in what they need for a better skilled and more prosperous Wales.

ESF-funded pan-Wales Foundation Degree programme


Key words: foundation degrees, work-based learning, demand-responsive, employer-driven, career development, innovation, higher-level skills, collaboration

The European Social Fund (ESF) Foundation Degree (FD) programme funded by the EU’s Convergence European Social Fund through the Welsh Government, is managed by the University of Glamorgan, and rolled out on a pan-Wales basis, which means HE and FE institutions can apply for funding for curriculum development and delivery that can benefit the private sector in Wales.

Aim:

Through a collaborative approach, the ultimate aim of the Foundation Degree programme is to allow those living and/or working in the ESF Convergence area of Wales the opportunity to access and gain a foundation degree qualification. Every foundation degree has been designed to be achieved while a participant is in either full- or part-time work.

Each foundation degree must be designed in partnership with the Sector Skills Councils. Projects are targeted towards filling the skills gaps identified within industries across Wales’ priority sectors: energy; environmental management; telecoms and ICT; bioscience; health (not public sector); financial services; creative industries; automotive and aerospace; construction; and leisure and tourism.

Through this initiative, students are given the opportunity to complete an alternative qualification to undergraduate degrees and HNDs, while giving them hands-on work experience and helping them develop practical skills to further their personal and professional development. In relation to employers, the programme provides them with a workforce with the skills they need to enrich their organisations and helps ensure that students have the skills for increased competitiveness in the labour market.

There are certain criteria in order for participants to benefit from the ESF support available. They must be in private sector employment, living and/or working in the West Wales and the Valleys Convergence area.


The pan-Wales ESF FD programme is a £16.5 million programme involving the majority of Welsh HE and FE institutions. The programme will run until Summer 2015. The FD programme aims to result in 1,330 private sector employed students accessing foundation degree courses, of which 1,064 should gain a full qualification (either a certificate of HE or the full foundation degree).

The FD projects within the initiative offer 240 credits made up of a suite of modules, typically ranging from 10-30 credits per module. There are various modes of delivery, including direct delivery, work-based learning, blended learning and distance learning, so students can study flexibly alongside their day-to-day work. As different institutions design each FD course, the entry requirements vary greatly and can range from prior work experience to qualifications at Levels 2 and 3 (AS/A-level). In relation to progression routes, completing an FD will give students the opportunity to progress onto a full honours degree or a Masters.


The regional economy should be bolstered through the increased skills base of the employees and the positive impact this will have on employers.

This ESF funding will ensure that the HE sector and its key partners achieve a step change in partnership working with employers, to the benefit of the Welsh economy.

Hopefully, the relationships cultivated between HE, FE, SSCs and industry during the life of the FD programme will result in further and more meaningful co-operation after the life of the project, ensuring that all future qualifications developed are done so in a collaborative manner, keeping industry requirements at the forefront of curriculum design.


The FD programme will benefit from a project evaluation exercise – results are not yet known. However, anecdotal evidence suggests that this funding is encouraging HE and FE institutions to work together more effectively, and that employers are beginning to have more input into designing and developing curricula that meet their future skills requirements.

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Reflection/impact:

The FD programme is highly innovative. Never before has the HE and FE sector attempted to co-ordinate new curriculum design and development at a pan-Wales level.

The new links being forged with Sector Skills Councils are encouraging institutions to put more thought into making their course provision more demand-responsive, especially for those already in employment seeking to upskill.

This scheme will empower employees and employers to have more say in what they need for a better skilled and more prosperous Wales.

Learning Through Employment: framework and

resources toolkit


Key words: shell framework, outline module descriptors, resources toolkits

Target audience:

The target audience for this initiative is:

• anyone who would like to gain a university qualification for their work (including those who may not necessarily have formal qualifications but who have ‘the ability to work at the relevant level’);

• anyone who already holds relevant qualifications but would like a framework for continuing or extending their development;

• anyone who would find difficulty in attending a conventional full-time or part-time university course.

• Description/approach:

In order to facilitate higher levels of adoption of work-based learning, in 2009 the University of Glamorgan’s Centre for Excellence in Learning and Teaching (CELT), in partnership with the University of Glamorgan Commercial Services, developed a work-based learning framework and an online toolkit of support materials that articulates progression pathways from HE entry levels through to postgraduate study. The framework and toolkit fits with the UK’s Qualifications and Credit Framework (QCF) and Credit and Qualifications Framework for Wales (CQFW) and was developed in full consultation with faculty Heads of Learning and Teaching.

• Anticipated outcomes:

A framework for work-based learning and toolkit of support resources for learners, employers and lecturers that could be adopted across the Glamorgan Group in order to help address the employability and skills agenda for University of Glamorgan students of all ages, on all modes of study, and at all HE levels, wherever they are studying, on or off campus, in the UK or overseas, with student support materials available on Blackboard, the University’s virtual learning environment (VLE).


The Learning Through Employment framework

Full details on the framework and its implementation can be found on the University’s Centre for Excellence in Learning and Teaching website (http://celt.glam.ac.uk/Learning-Through-Employment).

• Outline module descriptors – outline modules, including sample learning outcomes, are offered in order that programme designers who may be less familiar with a competency-based approach to assessment or indeed less familiar with the accrediting of informal learning, may take these ‘off the shelf ’ to incorporate into their programmes. Learning Through Employment modules may also be used to accredit placement learning thereby embedding employability into more traditional campus-based programmes that adopt learning for employment.

The Learning Through Employment toolkits

A toolkit of support materials has also been developed by the University’s Centre for Excellence in Learning and Teaching to provide practical advice, support and guidance on the Learning Through Employment framework, with separate toolkits targeted towards learners, employers and lecturers.

• Learners’ toolkit – the learners’ toolkit is promoted on the University’s webpages (http://celt.glam.ac.uk/Learning-Through-Employment/Learners-Toolkit), with support material available via Blackboard. The learners’ toolkit support materials interface with the VLE via the University of Glamorgan’s own content management system (CMS) ‘GlamLearn’. The toolkit contains: guidance on learning to learn with the toolkit and guidance on engaging with the CMS; guidance on the framework and credits; guidance on the accreditation of prior learning; guidance on preparing a learning contract; guidance on accessing the University’s facilities (many of which are available online); full support materials on how work-based learning can be assessed, including outlines of various methods of assessment; guidance on preparing a portfolio for assessment (with the integration of an e-portfolio tool within Blackboard to facilitate assessment and personal development planning); guidance on reflection and review, making presentations, and preparing work-based and research projects. This toolkit is also accessible by University staff involved in the support of these learners. The online learners’ toolkit offers a wealth of information including, for example, what courses are available, how assessment takes place, guidance on accreditation of prior experiential learning (APEL) and accreditation of prior certified learning (APCL), and advice about research and learning styles.

• Employers’ toolkit – the employers’ toolkit is available electronically (http://celt.glam.ac.uk/Learning-Through-Employment/Employers-Toolkit) and is also available in hard-copy format. This toolkit outlines some of the issues facing employers considering supporting work-based learners, including the limit and also extent to which employers can be involved, if they so choose, in: the University’s discussions about skills, qualification and training requirements in the industry; curriculum working groups; designing units of the course; delivering units of the programme; offering students work-based learning opportunities, projects, placements and work experience; assessing students’ work; and offering representation on employer panels. The toolkit also outlines the additional support employers can offer the University outside of any work-based learning role, such as acting as a: visiting speaker/lecturer ; contact for graduate employment; host for day visits by students; and employer of students on a part-time basis during holidays and at weekends.

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• Lecturers’ toolkit – the lecturers’ toolkit materials (available at http://celt.glam.ac.uk/Learning-Through-Employment/Lecturers-Toolkit) also contain information on managing work-based learning programmes, supporting work-based learners, and assessing work-based learning in order to facilitate an equitable level of support for work-based learners at all levels, independent of the individual tutor support that may be variable across programmes.

Reflection/impact:

The employability and skills agenda is being driven by employers, Sector Skills Councils, professional bodies and Government. In Wales, specific challenges have also been translated into policies and strategies articulated by the Welsh Government and HEIs have tended to articulate their own policies in response to these drivers. However, the question still remains of how an HEI can better ensure that it delivers in practice what it has articulated in policy.

Despite some examples of good practice in both learning for employment, and learning through employment across the institution, real opportunities for learners to gain accreditation for informal learning are not always available in practice for all students at the University, although University policy does articulate the regulations and processes for the accreditation of experiential learning.

The Learning Through Employment framework embeds the notion of programmes that are designed in partnership with employers, so that specific skills needs may be met that are relevant to the Welsh context, including opportunities brought about by the creation of the Universities Heads of the Valleys Institute (UHoVI).

The Learning Through Employment framework enables programmes at all HE levels to be designed in partnership with employers, in order that specific skills needs may be met that are relevant to the Welsh context. Validating the shell Learning Through Employment framework and outline module descriptors facilitates the wider adoption of work-based learning across the Glamorgan Group.

HEA Change Academy: Learning Through Employment

University of Glamorgan (Institutional – in two phases involving two faculties in each phase)

Key words: organisational change, learning through employment

Aim:

• to encourage academic staff in the Faculty of Health, Sport and Science and the Cardiff School of Creative and Cultural Industries to build opportunities for learning through employment into established course curricula using the validated Learning Through Employment (LTE) framework.


The University submitted a proposal to the Higher Education Academy Change Academy team outlining our plans for bringing about organisational change in the introduction of widespread opportunities for LTE. The University has a validated framework of modules at all levels, which academic staff can use to include LTE into their existing courses.

The Change Academy approach suggests institutions use a cross-section of staff to bring an initiative into established practice and the University has created an Operations Group led by the Head of Educational Development with a mix of experienced academic staff: those relatively new to teaching in HE, one Departmental Head and staff from the Centre for Excellence in Learning and Teaching. In addition we are fortunate to have secured the time of a local employer to be part of the Group. There is also a project Steering Group chaired by the DVC Academic and Business Development and including the Deans of the participating faculties, the Deputy Director of Human Resources and the project leader.

Engagement by academic staff in each of the faculties has been facilitated through a call for proposals that outline how the Learning Through Employment framework will be used in the programme of study. Proposals will be considered by the Operations Group and successful applicants will receive a one-off payment for use as part of their continuing professional development.


The project team are hopeful that each faculty will put forward a number of proposals and that staff will then work with one another to form a community of practice engaged in LTE opportunities. In turn this group will provide a critical mass of academic staff involved in the creation of LTE curricula.


So far, 12 proposals have been received, detailing how learning through employment will be embedded across 24 modules at undergraduate and postgraduate level.


The LTE framework was validated as a set of shell modules that can be populated with content depending on the discipline the learner engages with. The quality assurance aspects of the framework are robust in that the programme received a full validation event chaired by a senior member of the University staff. It was considered vital that the framework was validated prior to its promotion with staff and employers in order to be able to respond positively and effectively to employer requests.

Reflection/impact:

At the present time the project is going well. The call for proposals has resulted in a good level of interest with staff taking an innovative approach to the development of LTE opportunities. Impact of the project will be evaluated in the next academic year.

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Partnership projects in Sport

University of Wales, Newport (Award)

Key words: relating academic theory to professional practice, work experience

Aim:

• to enable students studying Sport to apply their academic knowledge to real-world practice to enhance their professional skills and experience.


The Sport team has been working with the local authority and national governing bodies of sport to establish partnerships for students both through recognised modules and real-life experiences.

An example is with the FAW Trust who currently offered four positions, for which students applied through application and were interviewed. Consequently four students were taken on into two key strands of work (inclusion and club development) in the Gwent Valleys. These students range from two students who are using this as part of their Level 5 Professional Practice module, to one current second-year and one third-year student. The latter two are using this to gain further employability skills, which hopefully will lead to a career in this area of work.

Another example is with Newport Local Authority who have recently advertised and interviewed for nine placements with us ranging from Research and Monitoring Officer (x3), to Sport and Physical Activity Team Sports Coach (x5) and Sport and Physical Activity Team Marketing Volunteer (x1), offering our students a broad range of employability skills.


Students:

• continuing professional development in applying academic learning to real-world problems in sport;

• opportunity to gain insight and experience of working in a sport-focused professional environment.

Organisation:

• continuing collaboration with sport-focused employers in the locality.


Students:

• achievement of students gaining work experience positions and successfully enhancing their professional practice in an external environment;

• gaining paid employment from full-time to seasonal work.

Organisation:

• continuing collaboration with external employers in sport area, with employers requesting more help across their initiatives.

Reflection/impact:

Work experience is an important element of enhancing the student learning experience and graduate attributes. The students were directed to organise their own placement via our database or through their local contacts, therefore allowing complete autonomy in their future direction and the area of employability they were interested in. By engaging with partners we have seen an increase in our students over recent years gaining fruitful employment while undergraduates and on graduating. An example of success is one local authority sports development unit where we have six out of 18 jobs filled with former students of the University.

Flexible Learning in Employment and Community Scenarios

(FLECS)

University of Wales, Newport (Institutional)

Key words: work-based learning, enhanced learning through technology

Aim:

• to enable enhanced access to an employer-focused modular curriculum through flexible learning approaches.


The Leitch Report (2006) set a target of 40% of the adult population to be qualified to Level 4 by 2010. A broader skills strategy response from the Welsh Assembly Government (Skills that Work for Wales, 2008) stated that those already in the workplace needed to gain higher-level skills. Subsequently, the Higher Education Strategy and Plan for Wales (For Our Future, Department for Children, Education, Lifelong Learning and Skills, 2009) demonstrated the Welsh Assembly Government’s intention to raise the skill levels of the workforce contributing to individual, business and community developments.

This background informed the development of a two-year project (2008-2010) at the University of Wales, Newport, funded through the Graham Review (Welsh Assembly Government, 2006). This involved external market research, gap analysis and subsequent content-specific and reflective modules to progress an employer-led, bite-sized curriculum using modern technologies.


Validated in June 2010, FLECS outputs consisted of 22 validated modules of varying credit worth across the University. This enabled the learning experience to be offered flexibly with learning and assessment as separate components, providing an additional accreditation aspect to short courses.

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During 2011-12, FLECS is progressing to include 20-credit ‘shell’ modules at Levels 4 to 7 with validated learning outcomes enabling work-based learners to readily apply their experiential learning into their validated modular curriculum. They also offer opportunities for students to accredit additional skill-focused learning developments, e.g. through part-time work or work-experience projects.


The FLECS initiative was the basis of an HEA evidence-based practice seminar in October 2010 with an associated UK sector briefing paper.

Reflection/impact:

From a student perspective, the FLECS initiative enables work-based learners to develop a modular curriculum to reflect their work needs. It also enables them to apply their experience and relate this to academic learning through ‘shell’ modules.

From an organisational perspective, the FLECS initiative continues to develop opportunities for work-based learners to engage with accredited higher education learning.

Skillset Media Academy Wales (SMAW)

post-graduation facility

University of Wales, Newport (Faculty)

Key words: employability, skills development, lifelong learning

Aim:

• to fast-track the best Animation and Film graduates into the industry.


An intensive six month programme of personal development for 26 graduates (animation and film) which includes paid placements, personalised development plans, career advice and an induction programme which is coordinated by Cyfle through an SSAW staff member. This scheme ran in 2009-10.

The coordinator carried out a profile identifying skill strengths and gaps followed by a training plan. The coordinator then created a plan for each graduate and selected short courses appropriate for SSAW students to attend. They also created courses that were bespoke for the scheme, in partnership with BECTU.

The coordinator liaised with industry companies with regards to placements and internships. The PGF included a 3 week Induction Course. The coordinator arranged monthly meetings with the graduates over the period of their course and arranged for them to have careers advice sessions with the Skillset Advisors. The coordinator also monitored the graduates’ progress on the placement.


• increased employability of graduates as staff or freelancers in the Welsh creative media industry;

• a number of placements and internships have been secured.


There are multiple placements and examples of student engagement with the scheme. Examples of roles held include:

• production co-ordinator, Boomerang Productions;

• floor runner, Casualty;

• freelance post-production expert, Envy Post, London;

• art department, Dr Who;

• editor, Dragon DI;

• freelance digital designer;

• animator, Beryl Productions;

• animator;

• runner, Time Team/C4;

• freelance production assistant.

Reflection/impact:

Reflections from one student who successfully engaged with the scheme:

Since graduating in 2008 from a BA (Hons) Media and Performance I have depended on the support offered by the Screen & Media Academy to pursue my chosen career path. With this support I have been able to attend master classes and screenings followed by Q & As with industry professionals. These are always great opportunities to network with potential employers or possible colleagues of the future. Recently I attended the BAFTA screening of ‘Monsters’ – the Q&A was particularly inspiring hearing the interesting and unique way of filmmaking.

I was lucky enough to be chosen for the Post-graduation Facility in January, 2010. I was at a point in my career where I had got my first job but didn’t know how to progress and get my feet firmly on the ground in the industry. The PGF was the perfect solution to this problem. During the scheme I attended various courses, including the Production Research course in the BBC Academy, and gained valuable work experience with BAFTA Cymru. Since finishing the PGF I have been able to find continuous work with production companies in Wales so I am positive it has given my CV the boost it really needed.

The Media Academy is a great way for graduates to continue developing key skills, to network and to have that community feeling needed in a freelance industry. It has given me the support needed to pursue my chosen career. Without the Academy I think I would have given up soon after graduating!

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Strategic Insight Programme (SIP)


Key words: relating academic theory to professional practice, continuing professional development

Aim:

• to enable staff to apply their academic knowledge to real-world problems to enhance their professional practice and progress strategic-level employer links to encourage continuing collaborative developments.


Strategic Insight Programme (SIP) placements have been available to staff at the University of Wales, Newport, Cardiff Metropolitan and University of Glamorgan since 2008 to work with partner organisations outside education. Funded by HEFCW, they have played an important role in supporting, encouraging and stimulating the application of academic knowledge to the professional practice environment, enabling a range of academic staff to gain experience of learning in employment. Resulting collaborative links between academic staff and employers have directly impacted on the further development of the student learning experience through production of case studies, student live briefs and guest lecturer input.


Staff:

• continuing professional development in applying academic learning to real-world problems;

• keeping abreast of the fast-changing external environment;

• collaborative project developments involving academia and corporate partners.

Organisation:

• improved awareness of opportunities of applying theory to practice in practical situations;

• stimulation of innovation.


Staff:

• completion of Strategic Insight Projects with achieved outcomes for academic staff member;

• continued collaboration between academic staff members in innovation activities.

Organisation:

• continued collaboration between organisation and staff;

• participation in follow-on funding applications and collaborative projects.

• Reflection/impact:

A case study

Christian Hutter, senior lecturer in Fashion Design recently completed a SIP placement at Timothy Everest (bespoke tailoring atelier) in Spitalfields, London. Christian was keen to understand how bespoke tailoring survives in the early 21st-century economy, where low-cost mass manufacture suits dominate the market, to inform his teaching and research.

From their beautiful Georgian townhouse, a devoted and fanatical team at Timothy Everest create timeless, hand-crafted clothing for the world’s most discerning customers. They develop cutting-edge nanotechnology to design fit-for-purpose functional, elegant and desirable products for the modern city lifestyle.

Christian was able to see first-hand the traditional methods used by master coat maker Annika Caswell, providing three fascinating days of observation of all the key processes involved. Christian was also afforded the opportunity to spend time with the design team to see how Timothy diversifies the reputation of the brand by innovating suiting for the rapidly expanding cycling clothing lines he is consulting with.

Placement opportunities are now emerging for students on the Fashion Design programme, with other fashion design briefs also in discussion – just another example of how connecting with industry is both exciting and essential. From an individual staff perspective, this initiative provided learning and continuing professional development in a creative working environment and enhanced awareness of the challenges faced by a successful organisation working in the global marketplace.

From an organisational perspective, the experience gained and approaches adopted have influenced and impacted on the continuing professional development of academic staff. This is an important element of impacting on the student learning experience and enhancing graduate attributes.

Enhancing learning in employment through exchange


Key words: enhancing professional practice, international learning

Aim:

• to enable employees to gain greater understanding of international learning through engagement in exchange opportunities.

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The twinning of Kutaisi and Newport goes back to the early 1990s. A great deal of work has been done with regard to social, economic and cultural development. In respect to education, the Universities (Newport and Akaki Tsereteli State (also known as Kutaisi University)) continue to have a strong relationship and this extends to the support services, such as the library.

The libraries at Newport and Kutaisi have well-established links, as in the past staff from Newport have visited Georgia and, recently, Giorgi Chichinadze, worked at Newport’s library (and the city in general).


The exchanges provide a number of learning opportunities for staff and the department, including learning about electronic resource use and promotion, circulation service delivery and interaction with other departments at the University.


1. Newport’s electronic collection has developed in the last ten years and it was interesting to have the opportunity to speak to Giorgi in person and appreciate the methods of information delivery Kutaisi University are also currently exploring (for example, they are using EBSCO’s Academic Search Premier). By visiting the library, it was possible to investigate how they promoted their online catalogue. It’s clear that the use of web resources and their promotion online is becoming increasingly more important to students and more ICT resources are being established.

2. First-hand experience was gained of how another university library service delivers circulation and customer service work. Kutaisi has a number of individual library rooms within the main campus, with some more modern than others. Despite the use of an online catalogue, they have no circulation feature within a library management system. Therefore, all circulation is still delivered by a card index system. Despite this seeming quite an antiquated approach, it worked very successfully.

3. By spending time with Kutaisi University’s Philology department, greater understanding was gained of the relationships between the library and other departments. It’s clear that there is a strong reliance on print-based materials and the library supports this. This is reinforced by the library having dedicated reading rooms to providing learning support for these students.

Reflection/impact:

The main library made use of individual study space, but was also developing its IT area in order to meet two different types of learning needs. It was interesting to note that the library service tried to support a range of learning styles (individualised learning in one room, group learning in another and a dedicated circulation desk in a third). The design of the main campus building lent itself to parts of the library being situated close to academic departments and, hence, being strong supportive spaces for learning needs. This made me reflect upon how we consider service delivery at Newport. Should we be just a physical building people visit or an electronic library students simply log into? Getting out, visiting and working with academic departments may help us to identify the learning demands students have and the teaching and research needs staff desire.

LATERAL (Liberating Aptitudes by Technology-Enhanced

Recognition and Accreditation of Learning)

University of Wales Trinity Saint David (Institutional)

Key words: accreditation of prior experiential learning (APEL), reflective practice, work-based learning, education theory, bilingualism

This initiative concerns the accreditation of prior experiential learning and is specifically concerned with the development of an innovative, quality assured approach to the achievement of advanced standing via APEL. It focuses on structure, facilitated dialogue and employer and learner engagement via a technology-enhanced learning environment that is flexible and supportive. It specifically reflects the sociocultural and economic characteristics of Wales by providing a bilingual learning environment that is responsive to the needs of the work-based learner, while at the same time providing a supportive, collaborative space and opportunities to widen participation to otherwise marginalised groups. Some courses mentioned in this case study are part of the Work-based Learning programme, funded by the EU’s Convergence European Social Fund, through the Welsh Government.

Aim:

The aim is to develop, pilot and implement a bilingual technology-enhanced learning environment to support the work-based learner in achieving accreditation for their experiential learning through reflection. It is based on action research through which a process was created to support learners in their claim for APEL credit that can contribute towards a university-level award. It is also intended to create implementation mechanisms that have a uniform application across sectors/individuals/spatial plan areas/CQFW levels and to use ICT for employer engagement and virtual learning environments.

Wales is a bilingual country in which both languages, Welsh and English, have equal status. Thus the learner’s chosen language needs to be supported appropriately and there are certain nuances that need to be understood in the planning for learners who work in Wales.

The plan was to incorporate the ideology of APEL and the theories of WBL into a process that would be accessible to distance learners in order that they could claim appropriate credit for their WBL. They can then complete their award through the Professional Practice framework, which was officially launched at Trinity University College (now University of Wales Trinity Saint David) on 1 May 2009 by Andrew Davies, AM. The aim of this framework is to provide student-centred learning opportunities that are accessible, flexible and inclusive. This validated programme provides each learner with the opportunity to proceed to gain a full award at the appropriate level of study.

The proposed project will target employers/employees in the private sector in West Wales. The group for whom recognition of experiential learning is particularly relevant are those in the workplace, who have acquired high-level cognition and professional practice through continuing personal and professional development. The accreditation of prior experiential learning (APEL) based on work-based development is currently negligible, although many higher-level staff development activities are regularly undertaken. The fact that work-based learning and training are frequently unassessed means that the learning achieved does not gain broader

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recognition or credit. Therefore, although the value of APEL is accepted, in practice it does not happen as often as it should, thus valuing learners’ practice-based knowledge and experience which is work-based is not always translated into credits at HE level. Where it does occur successfully is where learning is related to the admission requirements of traditional institution-based courses in subject-specific areas. Demonstrating a value by accrediting this work-based learning will directly benefit learners and their employers and will also provide a forum to support employers in work-based training activities.


Participants can achieve accreditation for their prior experiential learning through the process created and this credit can form part of an award at university level. The maximum credit that can be gained via this process will be two-thirds of an award and a compulsory component of the remaining credits will be a work-based project. The accreditation of prior learning is not without its challenges and requires a rigorous, quality-led approach tailored to the individual, yet consistent in its application.

We have developed a framework through which APEL for work-based learning is embedded within quality assurance mechanisms and builds on Quality Assurance Agency (QAA) Codes of practice and Curriculum Quality Framework for Wales (CQFW).

Extensive learning materials have been devised and developed in order to support learners with their claim for credit for their prior learning.

An induction day is held for all learners at which they are introduced to the content, structure, process and learning material. They are also provided with an opportunity to engage with some of the theories that underpin practice. Learners are introduced to their personal tutors, who are available throughout the day to clarify content, support activities, guide learners through the virtual learning environment (VLE) and agree an action plan. We have also incorporated regular review days to which all learners are invited. Different activities are arranged for review days and learners can attend as many as they wish. The content of review days varies and is often in response to feedback from tutorial discussion and induction day evaluations. In addition to induction, review days and access to the VLE, each learner will receive three hours of individual learning support.

This project is cross-sectoral in nature; however, it will aim to meet the core/enabling, strategically important and economically important sectors in the Convergence area.


Understanding APEL in WBL in order to claim general credit is what is achieved at the University of Wales Trinity Saint David. This is not linked to modules/courses/subject areas or specific qualifications. It is a part of a programme of learning/study though which learners may gain an award in Professional Practice. The evidence for all their credit is achieved through work-based learning.

People and Organisations Assisted

Outputs

Number accessing qualifications 180

Completion rate 144

Employers assisted 49

Participants accessing further learning 51


By the end of February 2012, 61 students will have been inducted on to the LATERAL programme setting them on their way to claim up to two-thirds of their qualification. A further 15 have shown an interest and are ready to register on the programme.

The majority of the students to date are registered on the MA programme proving the excellent calibre of students and the high level of their work-based learning.

It is anticipated that many of these learners will graduate in the Summer of 2013.

Reflection/impact:

An unquestionable belief in the ideology of ensuring that work-based learners were enabled to successfully claim general credit for their university-level learning was the catalyst for this provision. It was also understood that work-based developments, however quality assured, did not gain recognition beyond the workplace. Learners are generally surprised that the learning they have undertaken experientially can be translated into HE credit.

We are continually evaluating the infrastructure to ensure that work-based learners receive a rewarding and equivalent experience for their learning. Quality assurance issues are continuously being questioned as this non-traditional pathway to awards is diverse and individual. All learning is thoroughly theory based.

IT systems continue to challenge. In addition, learners’ experience and knowledge of IT needs to be considered. Programmes are flexible and do not adhere to traditional academic terms. They can be individual and thus time-consuming. However, it is also possible to organise cohorts. Planning is ongoing and material/systems/processes/teaching and learning continue to be developed and adapted to best meet the needs of this important group of learners.

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Dyslecsia Cymru/Wales Dyslexia: supporting the needs of

dyslexic workers in Wales

University of Wales Trinity Saint David (Award)

Key words: curriculum design, dyslexia, validation, workplace assessment

Aim:

This initiative concerns the validation of a bespoke programme for Dyslecsia Cymru/Wales Dyslexia of a programme to train assessors specifically to identify and address the support needs of the dyslexic individual in the workplace.

Dyslecsia Cymru is an organisation with a strong foundation in working bilingually for dyslexic people in Wales. The charity has an impressive record of in-service training activities and was seeking an opportunity to collaborate in the design and accreditation of a programme of training for workplace assessors. No current accredited training existed at higher education level in England or Wales, and the charity approached the work-based learning staff at University of Wales Trinity Saint David as partners in this venture.

The aim of the accreditation was to meet the needs of both employers and employees for appropriate support, having regard to the Equality Act 2010. These needs were identified at a national conference on dyslexia in the workplace; an interest was expressed by public and private sector employers and their employees, and particularly union learning representatives.


Working with the academic staff at Trinity Saint David, two trustees of Dyslecsia Cymru, Barbara Horsfall-Turner (Chair) and Simone McNeill (Secretary) had a series of five meetings where they drafted the programme and prepared this for validation. Two modules have been developed and validated to meet these needs:

Introduction to Workplace Assessment and Dyslexia (ten credits at Level 4)

The aim of this module is to develop knowledge and understanding of the main issues related to dyslexia in adults and how it affects their performance in the workplace. By the end of the module, learners should be able to:

• demonstrate an understanding of dyslexia in an adult;

• identify other specific learning difficulties such as dyspraxia, dyscalculia, dysgraphia, ASD (Asperger’s Syndrome) and ADD in adults, and co-morbidity;

• discuss the importance of screening for dyslexia, know how to use an adult screening test and interpret the results;

• write a meaningful report suitable for both the adult screened and their employer detailing their difficulties.

This is assessed by a reflective portfolio containing an account of dyslexic indicators in an adult, a discussion of two other learning difficulties and how they impact on workplace performance and an evaluation of various dyslexia screening methods.

Equality for the Individual with Dyslexia in the Workplace (ten credits at Level 4)

This module aims to enable the learner to gain knowledge and understanding of the Equality Act 2010 in relation to dyslexia in the workplace. It describes and demonstrates the responsibilities of the employer related to a range of reasonable adjustments they can make. By the end of the module, learners should be able to:

• identify and reflect on the issues, implications and impact of legislation, such as the Equality Act 2010, upon employers’ duties and obligations towards dyslexic individuals;

• identify and explain the reasonable adjustments that an employer should make in response to their dyslexic employees’ difficulties;

• assess the needs of a workplace and provide a case study analysis.

This module is assessed by a reflective analysis of difficulties experienced by a dyslexic individual in the workplace including any literacy and mathematical difficulties, a summary report of screening results and the reasonable adjustments suggested.


The outcome of the training programme will be well-trained and qualified national Dyslexia Assessors for Wales who will be able to support dyslexic adult workers. Learners who are successful in this programme may also count their learning towards a HE qualification through progression into Trinity Saint David’s Professional Practice framework, so it widens access to HE for non-traditional learners.


The modules were successfully validated, and materials have been written ready for a launch in February 2012. At an HEA conference on Learning in the Workplace on 7 December 2011, Barbara Horsfall-Turner, Chair of Dyslecsia Cymru, commented on how straightforward the process of validation had been for them: “thank you to the staff for making the process easy; we were guided and gently steered in the right direction, and the two modules were created which meet the specific needs of the dyslexic worker in Wales”.

So far, enrolments on the course have come from UNISON, Ceredigion County Council, and the Vale of Glamorgan Heath Board, as well as small businesses. Interest has also been expressed in the programme being delivered at venues across Wales.

If readers of this case study would like further information they can contact Christine Hall, Business Development Officer, Dyslecsia Cymru/Wales Dyslexia, University of Wales Trinity Saint David, Carmarthen, SA31 3EP, 01267 676629 (see also: http://www.walesdyslexia.org.uk).

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Reflection/impact:

The Professional Practice framework was officially launched at Trinity University College on 1 May 2009 by Andrew Davies, AM, to provide student-centred learning opportunities that are accessible, flexible and inclusive. The validation of this programme is an important contribution to these aims and we are proud to work with our colleagues in Dyslecsia Cymru. Much progress has been made to date and we look forward to seeing how this programme will have an impact across workplaces in Wales.

Postgraduate Certificate in Leadership in Public Service:

a collaborative approach to curriculum design and APEL

University of Wales Trinity Saint David (Award)

Key words: leadership, public service, accreditation of prior experiential learning (APEL), curriculum design, collaboration

The Postgraduate Certificate in Leadership in Public Services (LiPs) is a regional-based approach to cross-public-sector working, collectively focusing upon shared outcomes for the citizens of Torfaen. The programme was developed from a proposal by the Chief Officer Neighbourhood Services Torfaen County Borough Council (TCBC) and validated in collaboration with the University of Wales Trinity Saint David and IF Development.

Aim:

With greater expectations from citizens and budgetary constraints, public services are forced to re-evaluate how they provide better value. The Welsh public policy agenda requires the reorganisation of public services to an inclusive ‘citizen centred’ approach. Such an approach places the citizen at the heart of integrated service design and requires collaborative, inclusive and flexible methods of service delivery. Such a radical change needs to be pioneered by strong, well-informed, forward-thinking and open-minded leaders to ensure good practice is woven throughout all public service agencies while working across boundaries.

This programme has been developed to promote the continuous professional development of senior managers from partner organisations to achieve planned and focused change. Prior to this validation training was reliant on traditional and informal courses; rarely has any training focused on a specific area. Its delivery is fundamental to the success of the realignment of public services. The launch of the programme was attended by the Chief Executive for Torfaen County Borough Council, the Aneurin Bevan Health Trust and the Deputy Chief Constable. Alison Ward, Chief Executive of Torfaen County Borough Council marked the day as a “landmark in the development of public services leaders across Wales, with Torfaen leading the way”.

In developing the programme, senior managers across the Council, Aneurin Bevan Health Trust, South Wales Police, the Welsh Government and the voluntary sector were engaged and invited to attend. Uniquely, places were also offered to political members across all political parties, forming a unique partnership between officials from all public sector bodies and politicians. We have had one successful cohort of learners, as detailed below. It is anticipated two new groups of potential learners with managerial roles at various levels within the public service will be recruited after the local elections in May.


This postgraduate certificate comprises three 20 credit modules:

• Personal Leadership for Citizen Service;

• Political Context of Citizen Service;

• Delivering Citizen-Focused Outcomes.

Considering the experience and seniority of the learners, and taking input from all parties, it was agreed that the programme would be a mix of practical elements, work-based learning, coaching and action learning sets. Support is offered through one-to-one coaching, and a virtual learning environment has been designed through which all module and reference material is accessed. Individual and group blogs allows learners to document their progress, communicate with each other and with their academic tutors.

Delivery is undertaken by University of Wales Trinity Saint David, IF Development and senior TCBC staff and a programme schedule has been developed. Professionals working in the public service are invited as visiting speakers to support current developments.


The first cohort of 20 learners comprise senior staff from the partnership within Torfaen public services. The health service, the local authority, the police, cross-party politicians, from the Welsh Government and the voluntary sector are included.


Nineteen of the 20 learners from the first Torfaen County Borough Council cohort have completed the postgraduate certificate and one chose to leave after achieving one module. Three learners had sufficient credit from APEL to graduate with the full MA in July 2011, one has chosen to exit with the certificate, and one with a diploma. The remainder are undertaking the Recognition and Accreditation of Learning module and, if required, the work-based learning project, and one is undertaking an Independent Study module to complete her award. This is an excellent example of progression onto the Professional Practice framework. It is anticipated that these learners will graduate with a full MA in Professional Practice in the Summer of 2012.

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Reflection/impact:

It is believed that this provision is unique bringing together services within one authority, higher education and training providers. The collaboration is an example of HE working with employers to recognise and disseminate good practice, as reflected in the Beecham Report, Beyond Boundaries (WAG, 2006). The Chief Executive of the Welsh Local Government Association, Steve Thomas, has described the programme as “an innovative programme which captures the skills of today’s public servant”. In addition, the Director General for Organisational Development at the Welsh Government WAG, Bernard Gaulton, has described the programme as “a leadership framework which can be extended across Wales”.

Improved confidence and differences in group presentation and style was evidenced early in the programme. It is intended that the organisations will benefit from empowered leaders, a motivated workforce, better staff retention, experience of working across organisational boundaries, an organisation focused on delivering a citizen-centred public service and the ownership of a tailor-made programme for continuous professional development.

This positive impact will be maintained through continuous audit and evaluation. Learning will inform further development, new programmes and participants, further programmes at different levels of study and supporting the current cohort to achieve a full Masters.

The results from evaluations show an excellent commitment to further professional development through work-based learning. The progression rates from the Torfaen cohort, for example, show that senior managers can be enthused by high-quality, work-based learning opportunities.

References Beecham, J. (2006) Review of Local Service Delivery: Report to the Welsh Assembly Government. Beyond Boundaries: Citizen-Centred Local Services for Wales. Cardiff: Welsh Assembly Government.

Department for Children, Education, Lifelong Learning and Skills (2009) For Our Future: The 21st Century Higher Education Strategy and Plan for Wales. Cardiff: Welsh Assembly Government.

Department for Children, Education, Lifelong Learning and Skills (2008) Skills That Work for Wales: Response to a Consultation on the Skills and Employment Strategy. Cardiff: Welsh Assembly Government.

Department for Children, Education, Lifelong Learning and Skills (2006) Graham Report: The Independent review of Part Time Higher Education Study in Wales. Cardiff: Welsh Assembly Government.

High Fliers Research Limited (2010) The Graduate Market in 2010: Annual review of graduate vacancies and starting salaries at Britain’s leading employers. London, High Fliers.

Laycock, M. (2011) Learner Engagement: A Guide to Negotiated Work-Based Learning. London: SEDA.

Lord Leitch (2006) Leitch review of skills: Prosperity for all in the global economy - world class skills. HM Treasury.

Lemanski, T., Mewis, R. and Overton, T. (2011) An Introduction to Work-Based Learning, A Physical Sciences Practice Guide. Hull: UK Physical Sciences Centre, University of Hull.

Quality Assurance Agency (2007) Subject benchmark statement: General business and management.

Moreland, N. (2005) Work-related learning in higher education. York: Higher Education Academy.

Yorke, M. and Knight, P. (2006) Embedding employability into the curriculum. York: Higher Education Academy.

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