CETL for employability: identifying and evaluating institutional impact

Abstract

Purpose

The purpose of this paper is to explore the aims, objectives and approach to change adopted by the e3i CETL for Employability at Sheffield Hallam University and illustrates the impact of change via three thematic case studies and an organising framework for understanding the locus of change with respect to work‐related learning: module curriculum and pedagogy (micro level), Faculty and Departmental strategies and operations, course design, structure and delivery (meso level), and institutional policies and processes (the macro level). These experiences are distilled to formulate recommendations for a modus operandi for those interested or involved with transforming higher education institutions (HEIs) to create a greater emphasis on and enhanced opportunities for students to engage with work‐related learning.

Design

A case studies approach is utilised to illustrate the work of the CETL in practice and generate insights.

Findings

Findings suggest that HEIs can successfully embrace the WRL agenda and make a significant contribution to achieving its aims and objectives. Central to this success is encouraging institutions to absorb WRL into their mission in an overt manner, providing guidance, support, encouragement, inspiration, resources and reward to colleagues involved in creating and facilitating WRL, and adopting a modus operandi with regards to change that resonates with institutional academic culture.

Practical implications

The paper suggests an approach to strategic and transformative change in HEIs that will be of interest to change agents across the sector.

Originality/value

The paper adds insights to the expanding literature on managing large‐scale change initiatives in HEIs.

Citation

Laughton, D.J. (2011), "CETL for employability: identifying and evaluating institutional impact", Higher Education, Skills and Work-Based Learning, Vol. 1 No. 3, pp. 231-246. https://doi.org/10.1108/20423891111179632