Designing pedagogical frameworks: integrating work-based learning into academic higher education Morag Harvey Centre for Outcomes-Based Education, April ’08

Main issues Value of work-based learning Wider political and economic dimensions Constraints and opportunities Different perspectives of stakeholders Development of generic approaches Student retention

Value of work-based learning Successful practitioners Successful practice Evidence from –Dewey, 1938 –Argyris & Schön, 1994 –Sternberg & Horvath, 1995 –Lindley & Wheeler, 2001

Workplace learning – successful practitioners Successful practitioners –recognise their self-efficacy –rely on social and cultural understanding of local contexts to apply knowledge in most effective ways –possess skills and knowledge at a range of levels

Workplace learning – successful practice Learning based on successful practice –is motivating and rewarding –enhances performance –encourages positive feelings and emotions –builds firm foundations to continue learning journeys

Integrating work-based learning to HE study Needs to –meet HE sector/institutional regulations –enable demonstration of full range of personal achievements and employment skills –not be constrained by subject-specific knowledge –assessed against HE criteria

Different perspectives Individuals Academics HE institutions Employers Professional bodies Unions Political viewpoints

Political and economic dimensions Government papers and initiatives –Leitch, 2006 –Foundation Degrees, 2000 UK skills – global competition HE funding policy – ELQ s

Generic approaches Common foundations Flexible routes Workplace achievements Real-life skills and knowledge HE frameworks and learning outcomes Workplace roles and responsibilities Effective learning opportunities

Assessment strategies Achievements –assessed against HE level indicators –recognised as more than writing essays –from real-life experiences

Findings Value of flexible routes to learning achievements –meeting needs of different stakeholders Learning can happen through different experiences –recognising a variety of achievements The workplace can be a place of learning –role of higher education in recognising learning

Student retention Understanding different needs of learners Some find learning from practice motivating – whilst others would rather learn from books !! Giving clear advice before students begin work-based learning programmes Giving clear advice to all stakeholders Integrating work-based learning into the programme of study

Summing up Generic pedagogical frameworks can be effective in recognising achievement of work-based learning Political and economic dimensions can be challenges and opportunities Real-life achievements can be seen as ‘added-value’ within higher education

Centre for Outcomes-Based Education The Open University Walton Hall Milton Keynes MK7 6AA