Employer Engagement; Curriculum Refinements Carol Costley Institute for Work Based Learning

Employer-led curriculum Staff Development On-line support Module enhancement University Structures and systems 2

WBL Framework Awards 3 FHEQ LevelMiddlesex University Taught AwardsMinimum Total Credits 4University Certificate40 4Certificate of Higher Education120 5University Diploma40 5Higher Diploma120 5Diploma of Higher Education240 5Foundation Degree240 6Graduate Certificate / Advanced Diploma60 6Graduate Diploma120 6Bachelor’s Degree300 6Bachelor’s Degree with Honours360 7Postgraduate Certificate60 7Postgraduate Diploma120 7Master’s Degree180 FHEQ LevelMiddlesex University Research AwardsMinimum Total Credits 7Master’s Degree180 8Doctorate Degree540

WBL Framework Programme elements 4

The WBL Framework Schools and University partners can use the framework by: Constructing programmes using various combinations of validated WBL framework modules (with or without other University validated modules) Integrating the modules within subject-specific programmes Constructing programmes using combinations of accredited in-company higher-level provision and framework modules Constructing programmes using combinations of APEL and WBL framework modules Can lead to a comprehensive range of current University awards from level 4 to 7 (8). 5

WBL modules Review of learning (can include APEL claim) Search and Review of relevant knowledge and information Professional Development/ Planning Practitioner Enquiry Negotiated WBL Projects 6

Review of learning Enables work based learners to: –Review their learning journey using reflective / reflexive practice –Recognise the contribution of both certificated and experiential learning to their personal and professional development. –Often this process can be used to generate a claim for accreditation of prior certificated and experiential learning (APEL). 7

Search and Review of relevant knowledge and information How to look for and review knowledge and information to create new practices and solve a practical problem. Using academic conventions of referencing and citation Includes professionally based knowledge and information found in work-related sources 8

Professional Development/ Planning Designed to support the initiatives and continuing development of an individual’s knowledge, understanding and skills as a work-based learner. Provides the opportunity to establish and develop professional practitioner identity. Reflection on current work/practice leading to the formulation and articulation of personal and professional development needs. Planning of a future programme taking above into account. 9

Practitioner Enquiry Practitioner Inquiry modules enable work-based learners to: –enquire into their own work/practice and promote skills in investigation, data acquisition, analysis and evaluation, –develop an academic argument using evidence to inform decisions concerning work/practice enhancement. 10

Negotiated WBL Projects 1 Projects, enquiries and other work-based activities, enable work-based learners to consider, create or construct proposals for work/practice development and change. Negotiated aspects of the modules provides: –flexibility in framework programme construction and –responds to organisational development needs of employers/ organisations. 11

Negotiated WBL Projects 2 A compulsory element of WBL programmes lead to awards of Foundation, Bachelor’s and Master’s Degrees. Designed to enable individuals to apply active experimentation and enquiry skills to the experience of their work/practice. The negotiated approach enables individuals, employers or other organisations to identify aspects of work/practice that can be enhanced. Can be in the form of a clearly defined ‘project’ that has identified and planned outcomes. Can also represent a more open-ended ‘enquiry’ or ‘other worked-based activity’ designed to enhance awareness and/or to promote innovation in work/practice. 12

Accreditation In-house training Other accredited courses Certificated Learning Experiential Learning At Middlesex up to two thirds of a programme can be learning achieved outside of the University. Other Universities vary, usually from 50% to 75% 13

Building learning and programmes Can start with accredited Learning. A second step could be a University certificate. The certificate may then be built into a degree programme. 14

Negotiated Programmes Studies through ‘Employer Engagement’ arrangements are negotiated initially with employers. Curriculum content is designed to meet the needs of the organisation and the individual’s position and strengths within the organisation Content is negotiated within the university’s validated programme award structures, specifications and regulations. 15

The Value of Work-Based Projects The aim is to change or enhance practice. A tangible outcome that has a positive effect on practice to the organisation and/ or the field. Builds on the practitioner’s current expertise. Brings University level learning and expertise of higher education, e.g.research and development capabilities, reflection/ reflexivity in professional learning, critical and creative approaches, a discipline to working with sources of knowledge. 16

Enhanced Work-Based Projects Setting out aims that focus upon outcomes that are realistic, appropriate and meet level requirements (requires a 3 way agreement). Ethical considerations incorporating workplace values and university requirements Relevant approaches to research or at undergraduate level, ‘enquiry’. ‘Conclusions and Recommendations’ that draw from the enquiry process and the practitioner’s expertise. 17