1. 1 The reconfiguration of the higher education experience and its implications for work-based learning Mike Hart, Professor of Business and Informatics Paul Haslam, Head of Learning Technology King Alfred’s, Winchester, UK

2. 2 The move from an elite to a stratified system 1962 (Robbins Report ): 4.6% in HE 2002: 32% 2010 (anticipated): 50% Existing universities expanded New ones created (from CATS) ‘Plate glass’ universities created Polytechnics became universities in 1992

3. 3 Planned expansion Must encourage ‘hard-to-reach’ groups (But policy of top-up fees militates against this!) Probably part-time, working and/or mature students as well as 18+ Funding arrangements are a source of current political concern

4. 4 The Changing student experience A semesterised and modularised course New demands for: ‘key’ skills transferable skills as well as ‘critical thinking’ skills Developments in VLE and electronically- mediated learning

5. 5 Students and paid employment Approx. 2/3rds of students now work for a significant amount of the working week (10 hours +) ‘Every student is a part-time student’ Mixed evidence whether or not there is an adverse effect upon study and attainment

6. 6 The traditional ‘sandwich degree’ Evolved into the third year of a four- year degree course Some 17.5% of undergraduate population Generating 0.6 of an FTE But expensive to resource And somewhat more difficult under a semesterised system

7. 7 New models of Work Based Learning [WBL]: 1 Note that 48 weeks [sandwich placement model] would translate into 48/8=6 weeks (or 30 days per module) JEWELS project (Universities of Exeter, Plymouth) suggest 50 hours (6 days) University of Luton specify 20 days System norm appears to be 10-15 days

8. 8 New models of Work Based Learning [WBL] :2 Dearing Report explicitly endorsed the experience of work placements University of Middlesex have established the National Centre for Work Based Learning Partnerships Difficult issues of validation and APEL accreditation remain

9. 9 Elements to be incorporated into WBL Construction of personal objectives Maintenance of personal learning log (or PDP – Personal Development Plan) Knowledge of qualitative research methodologies Evidence of critical self-reflection A research project as a culmination Construction of a claim for module credits

10. 10 The role of ICT in the development of WBL Job seeking and employee matching Learning materials Student employees and Employers use of Websites Virtual Learning Environments [VLEs] Communities of Practice Synergies and possibilities

11. 11 The Foundation Degree Equivalent to two years of HE, largely replacing HND, HNC and DipHEs Intended to be employment based Drawing upon non-traditional entrants May receive a significant boost if fee- levels waived (as hinted at by Margaret Hodges recently)

12. 12 Some words of caution…1 Whole 50% target of participation in HE may be mis-placed optimism without a funding stream Senior Managers may agree in principle to employee release but middle managers may be less keen to release employees Considerable liaison costs in this model of higher education

13. 13 Some words of caution…2 There is a long history of technology ‘running ahead’ and not necessarily delivering claimed educational advantages VLEs may not be the answer to a ‘massified’ higher educational system A certain amount of prior investment is necessary ( of either capital and/or staff time to develop materials)

14. 14 And finally…. Any questions?