Work Based Learning at the University of Chester

History of WBL at Chester WBL introduced into full-time undergraduate programmes in 1980 – pass/fail basis WBL for academic credit introduced into full-time undergraduate programmes in 1992

From 1980 Aims of initial WBL programme for full-time undergraduates : To gain work experience To experience graduate employment To test out career aspiration To apply subject of study

From 1992 Introduction of WBL for academic credit - full-time undergraduate students. Aims: Dialogue between practice and theory Focus on critical reflection & what it means to be a reflective practitioner To develop employability skills To enhance prospects of worthwhile graduate employment on completion of studies

From 1998 WBL for part-time undergraduate and postgraduate students introduced through the WBIS framework and programmes. Aims: Provision for flexible learning Negotiated learning through work Personal & professional development Integration of taught modules into programme of study

From 1998 Work Based & Integrative Studies provides for full range of academic qualifications from Certificate in Higher Education to full Master awards

From 2000 Centre for Work Related Studies established in year 2000 Today University of Chester is one of the largest providers of WBL in the UK HE sector

WBL in Higher Education A key development in university learning Recognition that learning outside the university can be equated with learning inside the university Takes the university into the workplace Workplace becomes the site of learning & the subject of the curriculum

WBL as mode or method of study Teacher/lecturer directed Works from university prescribed curriculum Uses university prescribed learning outcomes Academic led curriculum – subject/discipline specific Learning of pre-specified theories and concepts relevant to core of knowledge of subject under study

WBL as Field of Study (e.g. WBIS) Workplace provides site of learning & subject of curriculum Activities of workplace provide content & environment for learning Individually negotiated curriculum developed within context of learner’s work and personal & professional learning needs Individually agreed learning outcomes

WBL as Field of Study (continued) Recognition of work as multi-disciplinary or trans- disciplinary (that is, it is not contained by, and it cuts across, subject boundaries) Academic theories and concepts surface through work based study and are engaged with and reflected upon in light of professional experience

Comparison of approaches to WBL WBL as Mode/Method of study Tutor prescribed curriculum Tutor prescribed Learning Outcomes Subject/discipline specific Tutor pre-specified learning of theories & concepts relevant to core knowledge of subject under study WBL as Field of Study Negotiated curriculum Negotiated Learning Outcomes Multi or Trans-disciplinary Through practice, emergence of theories & concepts relevant to work and to be learned in order to complete work based studies

What does WBL achieve for learners? Personal & professional development Engagement with a university Recognition that their learning equates to formal academic study Access to academic credit for their learning through work

What does WBL achieve for businesses? Engagement with a university Advancement of organisational aims (for example, through a better qualified workforce, through project development, through the bringing about of change within the organisation) Increase in knowledge capital

What does WBL achieve for the university Engagement with world of industry and commerce Increase in knowledge and social capital Widening participation Increase in student numbers Access to world outside the university for academic staff

Models of WBL at Chester Individual Distance In-house Integrated Co-delivery

Individual Model Programme of study typically assembled from the following: Self Review Module Skills & Approaches Module Taught Modules (either subject related or work related) Negotiated Experiential Learning Modules Exit Review & Forward Planning Module

Distance Learning model As Individual model and intended for those living outside the UK or some distance from the University and, therefore, unable to attend for tutorials, etc. Core WBIS modules can be delivered via DL Use of skype or facetime, s and phone for tutorials

In-house Model (working with a large business or organisation) Similar to individual model in delivery Delivery site located in Employer’s premises Learner & Employer negotiate learning pathways with the University Taught Work Related Learning Modules may be popular in this model

Integrated Model University tutor seconded to large business or organisation to work as part of an existing in- house learning & development team Initially provides consultancy on staff development issues with a view to facilitating change within the organisation Joint design and joint delivery of a training programme which may or may not carry academic credit

Co-delivery Model Applies where a business/organisation wishes to deliver its own training programme and has staff qualified to do so Requires clear rationale for the programme Proposed content interrogated by University Level and learning outcomes agreed by the University Written report from an External Adviser Presented in modular framework for approval by the University’s WBIS Approval Panel

Co-Delivery Model (continued) Once approved, delivery staff of organisation undertake a University training programme This is a quality measure focusing on facilitation of learning and assessment of learners Delivery staff become Associate Tutors of the University University second marks assignments and is responsible for all marks going forward to Awards Boards University Link Tutor maintains close links with the organisation and advises appropriately

Reflections : distinctive contribution of WBL WBL often used as an agent of change in the workplace What is the distinctive contribution of this form of learning that helps to bring about change to culture and working practices, thus, improving performance & developing new ways of working? Practice-based nature of WBL Identification of alternative ways of doing things

Reflections : distinctive contribution of WBL (continued) WBL offers a form of learning relevant to professional & working life It does not provide theoretical answers to questions not asked but leaves learner to work out questions and answers for themselves If working practices start to change as a result of WBL, this is a cultural shift

Reflections : impact of WBL on learners Why does WBL seems to give learners a greater sense of their own identity and professionalism? It offers a form of education that starts from and builds on to what people know Identifying what you do, what you know and seeing how others value this, can be self-affirming

Reflections : impact of WBL on learners (continued) WBL puts people in charge of their own learning Allows them to work in areas relevant to them & their learning needs Combines both knowledge & self-knowledge through critical thinking, critical self-reflection, and critical action

Challenges to universities University systems not geared up for WBL but for full- time undergraduate courses Quality issues regarding links with employers Colonisation of knowledge outside their expertise and control and how to ensure standards and quality assurance

Challenges to Employers How to blend learning with work (education is not their main concern) How to provide a supportive environment for learning How to cope with independent thinkers Trust – can a non-specialist organisation assist my specialist business?

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