Work Based learning PGPLT – Group 3

Definitions ‘ the term negotiated Work Based learning is used to describe independent learning through work. It is a self managed process supported by learning contracts, higher education and work placed mentors and various types of learning and guidance materials. It leads to a family of continuing development awards (certificates, diplomas, initial and post graduate degrees depending on the level) in the national qualification framework.’ University of Industry ltd 1999

Definitions continued ‘Work based Learning is student learning for credit, designed to occur either in the work place or in on-campus settings that emulate key aspects of the workplace.’ (Ern Reeders 2000)

A metaphor!!!! ‘Learning Through Work is a container into which work based learning can be placed and given a value which will lead to an award.’ (Professor David Young, University of Derby 2007)

What is Work Based Learning? Independent learning through work Negotiated study Can be completed by full time employees Fieldwork education Research based around learners own employment

Common misconceptions – the myths! That it is not equivalent to other qualifications taught at HE level! It does not involve the employer! It is not aligned to QAA qualification descriptors! It is identical to work! It does not match the needs of the employer and the learner!

Characteristics of WBL Student centred learning Inter-disciplinary Co-operative – relies on partnerships Process orientated activity based learning Can produce new theoretical insights Encompasses education and training Lifelong learners – Sangster et al (2000)

7 elements of a WBL curriculum 1. Work based learning (WBL), whilst often undertaken in work, is not identical to work. 2. WBL addresses the diverse range of skills & knowledge possessed by learners at the beginning of the process. 3. WBL locates outcomes in a framework of awards based on known & identified levels and standards of achievement. 4. WBL promotes negotiation and development within a programme of activities. 5. WBL should incorporate a means of supporting learners at work (or any other remote location). 6. Critical reflection should be encouraged throughout the programme. 7. Learning should be documented in a form which can be assessed in terms of the awards frameworks already identified. Boud (2003)

Three Models of WBL Portwood (cited by Sangster et al, 2000) identifies three models of WBL: – Accreditation Models – Customized Models – Transformative Models

Accreditation Models Recognise the experience and learning of the individual. Course Admissions Tutors usually certify prior learning (from educational or professional sources). Used to give access to pre-determined courses or allow exemptions from certain elements of a course.

Customized Models Part Time courses – Designed to meet the needs of individuals or groups within an organization. – Usually bespoke versions of existing university programmes, run in partnership with an employer. – Combines a variety of learning activities, including the development and assessment of work-based competencies and skills. – Assessment is usually primarily coordinated and undertaken by the university, with some elements assessed in the workplace. – Tend to focus on a major discipline area, e.g. Nursing, Social Work or Teaching.

Customized Models (cont.) Full Time courses – Includes work placements of varying lengths. – The aim is for students to gain work experience relevant to a particular discipline. – Typical assessments from a placement are a project or reflective piece. – Often the work experience is not accredited or embedded in the degree programme. – However, areas such as Nursing and Teaching WILL use evidence from reflective pieces and/or a portfolio to accredit this experience.

Transformative Models Most fully developed form of WBL. Based on a curriculum from the workplace. Naturally inter-disciplinary in nature. Emphasis on collaboration and shared ownership. Often embraces action learning and beyond.

Advantage of WBL for Learners Allows learners to study at their own pace Allows study from certificate level onwards Flexibility of time and study Enhances future employability Links with CPD Focuses on current practice Relevant to practice Led by the learner resulting in deeper learning

Disadvantages for the learner May be isolating Can lack immediate peer support Requires excellent own time management skills

Advantages for Employers Can relate to actual development needs within an organisation Can match an organisations interests Gives value to workforce investment Encourages career progression and modification within an organisation Less disruption to workforce Low investment compared to other modes of study for employees

Disadvantages for Employers Time involved in mentoring, training, & assessment of student. Staff development may be needed. Lack of infrastructure/resources to support the partnership.

Advantages for the University Essential for programmes such as Nursing, Teaching etc. Enable academic staff to keep up to date with new developments in the workplace. Raises the profile of the University. Can result in increased student numbers. Creates links with employers, which can benefit students when seeking employment.

Disadvantages for the University Time taken to recruit employers. Keeping communication and collaboration between employer and University productive. Lack of motivation/interest of employees in supporting students. Lack of respect from employees for academic skills such as reflection, analysis & interpretation.

References Johnson, D, (2007)The Opportunities, Benefits and Barriers to the Introduction of Work Based Learning in Higher Education, Innovations in Education and Teaching International, 38:4, Professor David Young, (2007),University of Derby, Learn direct Regional Conference Reeders, E,(2000) Scholarly Practice in Work Based Learning: fitting the glass slipper, Higher Education Research and Development, Vol 19, no Sangster, A., McClaren, P. & Marshall, S. (2000) Translating Theory into Practice: Facilitating Work Based Learning through IT, Innovations in Education and Teaching International 37 (1) 50-58

Bibliography Doncaster, K. & Leicester, S. (2002) Capability and its Development: experiences from work based doctorate, Studies in Higher Education 27 (1) Reeve, F. & Gallacher, J. (2005) Employer- University Partnerships: a key problem for work based learning programmes? Journal of Education and Work 18 (2)