Diplomas and higher education: knowledge exchange in action HEA Annual Conference 2010 University of Hertfordshire Kate Thomas University of the West of England and Western Vocational Lifelong Learning Network

in what ways does the eKEN model support progression to HE from the new Diploma? to what extent does it result in a richer response to the agenda from the HE sector? the challenges? key questions

provide ‘safe spaces’ for discussion and exploration of practices and issues, ‘allow “sanctioned behaviour”, innovation and risk taking to build confidence in colleagues to implement change and develop practice’ (Ritchie, 2008), facilitate action-focused enquiry into specific issues, provide a central storage/distribution point for documentation and resources (knowledge exchange). knowledge exchange networks…

applying the KEN model to Diplomas/HE progression? eKEN not iKEN, eKEN: key features and activities, impact? challenges? in this presentation…

14-19 eKEN - 2 year project ( ) funded by the Western Vocational Lifelong Learning Network (WVLLN), regional initiative across northern sub-region of South West, practitioners from HE, FE, Diploma Consortia, related organisations (eg: Aimhigher, SSAT), hosted/co-ordinated by Bristol UWE, Steering Group – WVLLN Regional Strategy Group. context

extend existing internal networks, provide an accessible knowledge and development resource, align and encourage curriculum links between Diplomas and HE and between specialists across sectors, enhance regional coherence in the HE response to developments, develop and share practice/research, put the ‘e’ in KEN eKEN: aims

membership: broad, diverse, experienced, spaces: physical and virtual, cross-sector, ‘user-friendly’, communication: electronic, face-to-face, multi-directional, activities: topical, focused, varied, free! key features

launch (October 2009), mailing list – over 250 members, professional development events – workshops and seminars, a virtual knowledge bank (Sharepoint), Diploma Consortia Directory, Diploma applicant tracking, the eKEN Awards activities

a practical approach to promoting effective working relationships between HE and Diploma Consortia/14-19 stakeholders, raises awareness and understanding across sectors through knowledge sharing and dialogue, raises the profile of Diplomas within HE, identifies subject links, mapping and potential for partnership working, filling a gap: aims for sustainable partnership/exchange through HE involvement– many support offers are inevitably short-term. in what way does the eKEN model support progression to HE from the new Diploma?

encourages intra-institutional Diploma champion networks and activities, enhances representation of Diplomas within HE, extends HE interaction with curricula, facilitates knowledge exchange and cross-institutional collaboration, provides a focal point for wider discussions on 14-19, responsive to changing support requirements and geographical needs. to what extent is it resulting in a richer response to the agenda from the HE sector?

reconciling different needs of varied membership with limited resources, time-poor / information overload under use of ‘virtual knowledge bank (wrong tool?), competing institutional agendas, reliance on eKEN Co-ordinator, variable and uncertain support for Diplomas 2010 onwards. challenges

extension of the eKEN geographical area, embedding the eKEN in institutional practice, staff learning/student experience. your questions? a flexible framework for future learning?

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