Quality enhancement of Work-based Learning in Business Schools ABS conference, October 2009

1. Quality enhancement of Work-based Learning in Business Schools ABS conference, October 2009 Dr Jenny Gilbert Deputy Dean, Ashcroft International Business School

2. Aims • To undertake a review of relevant national policy towards work-based learning • To distinguish key issues, challenges and good practice in work-based learning from a selection of business schools • To identify policy recommendations that emerge from the study at institutional and national level

3. Challenges • To expand the work-based learning market • To encourage employers to fund students • Universities must be responsive • Design and implement tailored courses rigorously but quickly • Necessary to be confident that standard of students’ performance is comparable with other courses • Must ensure that the student has a high quality experience

4. Method • Literature search • Secondary data from a set of published case studies • Primary data through telephone interviews with course leaders in six universities. • 3 universities very experienced • Data collected and presented using the life cycle stages of course development and implementation

5. National policy • Foundation degrees 2001 • Lambert Report • Leitch Report • Employer engagement funding • Co-funded places • Report from Quality Assurance Task Force reported concerns re QA

6. Gaining introduction Maintaining the relationship Strategic partners Work based learning costing model Contracts and account manager Long term relationship building Spin offs from this Long term workplace progression Getting to know client before tendering Client Brief

7. Work-based learning frameworks Generic level descriptors Shell modules Self review Credit values for modules and awards Accreditation Client involvement in design Even without validation design can take time Spend time early on, then need speedy validation Design

8. Frameworks e.g Northumbria Customising of courses Regular approval boards Delegated authority for approval Phased approval Accrediting partner training organisations Fast track validation Use of panels chaired by Work-based Learning Unit Experts and employers on panel Validation

9. Assessment often designed jointly In business less use of mentor assessment Work based assessors need training Who is best placed to make a valid judgement? Assessments signed off in tri-partite relationship Impact of learning on the organisation Conferences, presentations and posters Impact on student’s progression at work Assessment

10. Mirrors standard methods Timing may need modification External Examiners should have WBL experience and sign up to it What about comparability? Varied timings Varied use of external examiners Dedicated boards or shared Professional bodies No practical issues of attendance raised Examination Boards and External Examiners

11. Course normally driven by employer Resource provision and mentors can be problematic Student feedback follows standard but can be more informal Flexibility on hand in of work Invited to programme committee Often informal Presentation and meal at end of year Student support and student voice

12. Recommendations: • Training: liaising with the client • Focus on local contacts or niche sectors • Risk assess, select partners who complement your strategic direction • Take time to get to know the client and assess needs • Explore the needs of public sector agencies in advance of competitive tendering processes • Cost and price the course diligently and consider the cost of ongoing changes • Agree and document customer/supplier roles in contract • Build and nurture long-term relationships • Allocate an account manager to each partner

13. Recommendations: training • Validation process should explore application and selection of students • Explore the application of shell modules, work-based learning frameworks and fast-track validation • Consider role of link tutor • Explore ways to commit resources at short notice; • Generate marking criteria

14. Policy formation • Universities • Review institution’s curriculum framework, module and award credit values • Consider fast-track validations, standing panels and phased approvals • Consider qualifications and modules for awarding small volumes of credit • Validation processes require work-based learning experts on the panel • Consider more formal approaches to hearing the student voice

15. Policy formation • National • Set up a database of work-based learning experts for validation events and external examining • Provide guidance on selection and utilisation of External Examiners to ensure standards are judged effectively • Provide guidance on formal processes to hear the student voice