This introduction to the special edition aims to focus on the issues that surround putting work‐based learning into practice in the UK.
Abstract
Purpose
This introduction to the special edition aims to focus on the issues that surround putting work‐based learning into practice in the UK.
Design/methodology/approach
The introduction is a brief survey and commentary on the issues surrounding work‐based learning. A selection of papers is drawn from the timely 2006 University Vocational Awards Council (UVAC) Annual Conference. UVAC, an international membership organisation has championed higher level vocational learning, particularly higher education (HE) engagement with employers and the workforce, and the selection of conference papers demonstrates the seriousness with which HE educators are taking this work forward.
Findings
The introduction finds that a rebalancing of the priorities of HE institutions to make available relevant, flexible and responsive provision that meets the high skills needs of employers and their staff has arrived which requires us to reevaluate the university offer and as Waterhouse argues, “it is not that they can teach, nor even that they can sell research, but that they can assess: they accredit learning and are awarding bodies. It is this social certification of successful learning that individuals, employers and ultimately society pay for.” The next reinvention for the sector is contemporary vocationalisation and responsiveness to economic imperatives rather than learning.
Research limitations/implications
A wider survey of practice, particularly the use of employer standards, is now required to establish a common language between industry and HE.
Practical implications
Implications are a progressive change to HE offering and an increased engagement with workforce development which requires changes to assessment and a greater use of accreditation and validation in the workplace.
Originality/value
The introduction provides a succinct analysis of the work based learning and employer engagement in HE.
Details
Keywords
Simon Roodhouse and John Mumford
This paper aims to bring together three years of surveying large business employer attitudes to higher‐level training and development.
Abstract
Purpose
This paper aims to bring together three years of surveying large business employer attitudes to higher‐level training and development.
Design/methodology/research
A survey instrument used was a self‐completed web based questionnaire with a common core of questions to all three surveys.
Findings
Successive UK governments continue to invest heavily in the formal education system to give individuals the chance to realize their potential, for the social and economic good. In the UK, while 42 percent of 18‐30 year olds participate in higher education, there is little interest for others, particularly those in work. The rationale takes these observations further by pointing out that the established further and higher education system has been highly successful in developing and delivering entry to work programs for many years; that is, qualifying people for work at higher levels. Similarly, business continues to provide targeted training for its employees as it has always done. The rationale argues that it is equally important to recognize that universities have a stake in workforce development, the labor market, and, employer demand engaging in work‐based learning. However, there is no common language as yet between universities and employers; and there are national structural faults in the system for example splitting further and higher education and allowing different structural arrangements for training and higher education. Consequently it is no surprise that work‐based learning as “the new kid on the curriculum and qualification block” in higher education is less well developed than perhaps it should be.
Practical implications
The implications for higher education and government drawn from three years of large business surveys is employees continue to see employers and professional bodies as much more credible delivers of work‐based learning than higher or further education institutions and the gap is progressively widening even with employer engagement policies being pursued by government through its higher education funding agency in England. The overarching implication from the surveys is that a renewed focus on work‐based learning in the workplace is likely to pay dividends.
Originality/value
HE@Work conducted the same surveys in 2008, 2009 and 2010 of large private sector businesses employing over 2000 people who provided a snapshot insight into employee attitudes in large organizations in the UK and an indication of the views of employees about work‐based learning and its value to them. For the first time these results provide a longitudinal analysis of attitudes in large businesses including the effects of the UK economic recession.
Details
Keywords
Barbara Alice Brown, Jacqui Harte and Anne‐Marie Warnes
The purpose of this paper is to share practice on how two approaches to work‐based learning (WBL) are used to develop the knowledge and skills of health care staff with different…
Abstract
Purpose
The purpose of this paper is to share practice on how two approaches to work‐based learning (WBL) are used to develop the knowledge and skills of health care staff with different levels of experience and educational attainment within the Department of Nursing and the Department of Allied Health Professions at a post‐1992 university (UCLAN) and to enable two models of WBL to be differentiated, for the purposes of curriculum development.
Design/methodology/approach
The two models are mapped and compared using a curriculum framework, in order to illustrate differences in ethos, teaching, learning and assessment strategies between the two approaches.
Findings
Implementing two different approaches to WBL can meet health and social care employers' workforce development needs and can support the learning of diverse groups of staff, both those entering the health and social care services and those who are experienced and professionally qualified.
Research limitations/implications
WBL can be implemented in many different ways to serve a variety of needs, but curriculum developers need to explore, with employers and potential students, their rationale behind engaging in WBL and ensure that ethos, teaching and learning methods and assessment are aligned as discussed by Biggs.
Originality/value
This paper provides information on two approaches to WBL adopted by one university and offers insights to others beginning curriculum development in this field.
Details
Keywords
This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in…
Abstract
Purpose
This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology.
Design/methodology/approach
Following an outline of current government policy in employer engagement, the paper identifies – from the literature and recent quality reviews of provision – some issues for higher education institutions in developing a work‐based learning curriculum with industry. It then outlines a case study of the Foundation Degree in Applied Technology – a collaborative venture between Staffordshire University (the awarding body), Burton College (the deliverer of the award) and JCB (the employer). In conclusion, the paper evaluates the case study.
Findings
Evaluation of the case study suggests that the Foundation Degree in Applied Technology, as designed by Staffordshire University and delivered at JCB by Burton College, is a model of good practice in employer engagement.
Originality/value
The value of this paper is that the case study illustrates key success factors, for higher education institutions and further education partnerships, in engaging with industry to design and deliver a foundation degree for a major manufacturing employer in the private sector.
Details
Keywords
Paula Sobiechowska and Maire Maisch
The purpose of this paper is to provide an evaluation of the key features of a work‐based, competency‐led curriculum model of continuing professional development for social…
Abstract
Purpose
The purpose of this paper is to provide an evaluation of the key features of a work‐based, competency‐led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a work‐based curriculum.
Design/methodology/approach
Reflections on and evaluation of both undergraduate and post graduate, work‐based curricula with employers, tutors and learners led to significant revisions to further models of work‐based learning for CPD. These changes are presented in the form of a revised model, which addresses the tensions between work‐based, competency‐led curricula and the issues that arise for learners pursuing continuing professional and academic development in full‐time employment.
Findings
The paper makes explicit the struggle in developing and delivering work‐based, competency‐led curricula while also trying to address the pragmatic issues that arise for learners pursuing professional and academic development in full‐time employment. In order to resolve some of the tensions a revised model of CPD in the workplace is proposed.
Research limitations/implications
The study is based on the evaluation of two CPD programmes in post‐qualifying social work at one university, over a ten‐year period. However in this sense the study is limited to the experience of the tutors in a particular context.
Practical implications
The importance of considering the workplace as a learning environment for CPD is emphasised, as are the tensions that arise for learners meeting the demands of academia in full‐time employment.
Originality/value
This paper presents valuable lessons learned from ten years of pedagogic experience developing and delivering work‐based CPD programmes.
Details
Keywords
The purpose of this paper is to reconsider “technical” education on the occasion of the 50th anniversary of the publication of the journal Education + Training.
Abstract
Purpose
The purpose of this paper is to reconsider “technical” education on the occasion of the 50th anniversary of the publication of the journal Education + Training.
Design/methodology/approach
The approach adopted is that of providing a historical perspective on technical education and higher education engagement with vocationalism, skills and employers. It draws from this the key developments and places these in the recent contemporary policy setting with the new skills agenda.
Findings
The findings are that the government has substituted technical education with “the skills agenda” and is applying it relentlessly across the whole education system, including schools, which in turn is leading to confusion, overlaps and needless competition. There is a need for a national debate on an integrated approach to practical learning wherever it takes place, while recognising that liberal education has its place in a developed society.
Originality/value
This paper is one of a series commissioned by the journal on its 50th anniversary. Its originality stems from the subject matter and the author's interpretation of past technical education and contemporary practice.
Details
Keywords
Emma Nicholls and Margaret Walsh
This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work‐based learning…
Abstract
Purpose
This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work‐based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work‐based learning into what has traditionally been a purely theoretical programme.
Design/methodology/approach
This is a case study which evaluates the decision by the School of Legal Studies to implement a range of work‐based learning modules.
Findings
Initial findings suggest that there are clear benefits for students undertaking work‐based learning modules.
Research limitations/implications
Further research is needed to establish whether there is a clear link between students electing the work‐based modules and a positive impact on graduate employability.
Practical implications
Institutions could consider work‐based learning as part of the response to the employability agenda, in a climate where competition for jobs is fierce, particularly in the area of law.
Originality/value
This case study will be of value for those institutions which are considering introducing work‐based learning modules for law students.
Details
Keywords
Rowena Doughty, Tina Harris and Moira McLean
The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for…
Abstract
Purpose
The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim.
Design/methodology/approach
The paper looks at De Montfort University where an innovative tripartite assessment process has been developed to support midwifery students in practice. This involves the student, his/her personal tutor and his/her clinical midwife mentor. All three are involved in the planning of appropriate learning experiences to facilitate the student in meeting the clinical learning outcomes, utilising a personal professional portfolio.
Findings
The paper finds that the close working relationships between the placement providers and the university have improved the assessment of practice and enhanced the student experience. Clinical midwife mentors have commented on how well the tripartite approach works and they appreciate the clear lines of communication that this relationship provides. The personal tutor role is well established in the School of Nursing and Midwifery and the midwifery team have developed this role to include the assessment of students within the tripartite structure. This is beneficial from a quality perspective; while clinical midwife mentors will obviously change due to differing student placements, the personal tutor is the variable that is the constant through the student's progression on the programme.
Originality/value
The tripartite approach to the practice assessment of pre‐registration midwifery education investigated in this paper has proved to be a robust approach to ensuring students are fit for practice, purpose and award at the point of qualification and eligible to register as a midwife with the Nursing and Midwifery Council.
Details
Keywords
Katherine Rounce, Annabel Scarfe and Jonathan Garnett
This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and…
Abstract
Purpose
This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme,
Design/methodology/approach
This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements.
Findings
The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience.
Originality/value
This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs