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What does maturity in work-based learning look like ? Findings from a large-scale study of WBL in the UK. Seminar Topics. Intro: Background – WBL @ Herts (engineering) in the 1990s Government drivers and agency support for employer engagement Key findings from a WBL study Discussion

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slide1

What does maturity in work-based learning look like?

Findings from a large-scale study of WBL in the UK

seminar topics
Seminar Topics
  • Intro:
    • Background – WBL @ Herts (engineering) in the 1990s
    • Government drivers and agency support for employer engagement
  • Key findings from a WBL study
    • Discussion
  • Development and implementation of a WBL maturity toolkit for HE
    • Discussion
background wbl @ herts engineering in the 1990s
Background – WBL @ Herts (engineering) in the 1990s
  • IGDS MSc (Design, manufacture and management)
    • Pre-Dearing
    • Partnership (Herts, Birmingham, Loughborough, Luton, OU + major companies e.g. Ford)
    • Part of CPD programmes in companies
    • Positioned between a specialist engineering degree & MBA
    • External contributors (industry and Government)
    • Integrating examination (case study scenario)
    • Industrial mentors
    • IAG – industry advisory board
    • Combines rigour of academic research with work-based challenges
  • Formula Student
steps towards more flexible delivery of programmes
Steps towards more flexible delivery of programmes
  • Why:
    • Ford wanted to treble the throughput of employees but couldn’t afford to take them out of the workplace to attend on campus.
  • Technology-based options:
    • Video-conferencing
    • Interactive multimedia materials
    • VALE (Virtual Automotive Learning Environment)
  • Mixed responses to adoption of technologies:
    • Students
    • Academics
wbl study
WBL Study
  • ELRAH
  • (Edinburgh, Lothians, Fife and Borders Regional Articulation hub)
  • ELRAH HE/College Partners:
  • Edinburgh Napier University
  • Heriot Watt University
  • Queen Margaret University
  • University of Stirling
  • University of Edinburgh
  • Adam Smith College
  • Borders College
  • Carnegie College
  • Edinburgh Telford College
  • Forth Valley College
  • Jewel Esk College
  • Oatridge College
  • West Lothian College
  • Stevenson College Edinburgh
  • Edinburgh College of Art
study methodology
Study methodology

Phase 1

Phase 2

Phase 3

Employer

Workshop

Research

Synthesis and Report

Education provider

workshop - delivery

Desk research

Report presentation

Interviews

Education provider workshop - process

development and implementation of a wbl maturity toolkit for he
Development and implementation of a WBL maturity toolkit for HE
  • WBL:
    • Varies in “maturity” across the sector.
    • Good practice in pedagogic models, use of ICT, partnership working & how best for institutions to “prepare for WFD” is slowly emerging
    • Good practice specifically emerging from projects in the JISC / HEFCE programmes
  • A need for HE & FE institutions to:
    • Better understand what “maturity” in WBL looks like.
    • Assess their maturity in WBL.
    • Better inform their strategy and plans for change in WBL.
  • The HE/FE sectors have experience in developing and using maturity toolkits:
    • HEA/JISC National e-learning benchmarking programme.
    • HEA/JISC Pathfinder (change) programme.
the wbl self assessment maturity toolkit
The WBL Self Assessment Maturity Toolkit

Desk research into WBL

Development of a WBL self-assessment maturity toolkit (effective practice)

JISC/HEFCE programme outcomes

Use of the Toolkit by institutions working in CAMEL groups

Experience of project partners

  • Each institution will produce:
  • A self-assessment of their current performance in WBL.
  • A vision of where they would like to get to.
  • Issues and barriers in achieving their vision.
  • Recommendations for actions and change management.
  • University of Bradford
  • University of Westminster
  • UWIC
  • ELRAH
  • Craven College
the toolkit 3
The Toolkit (3)
  • Not developed
  • Some development
  • Minimal practice
  • Typical practice
how will it be used methodology
How will it be used (methodology)?
  • Identify dimensions (slices).
  • Identify and co-opt stakeholders.
  • Develop project plan, including defined roles & responsibilities & resources required.

Plan

  • Hold meetings with stakeholders to gain buy-in and understanding.
  • Adapt and amend criteria as appropriate.

“Appreciate methodology” workshop

CAMEL

Cohorts

  • Identify evidence needed.
  • Identify techniques and methods for evidence gathering.
  • Develop plan for evidence gathering.

Identify Evidence

  • Implement evidence collection plan.
  • Analyse evidence.
  • Distil evidence into usable reports.

Collect evidence

  • Review evidence.
  • Undertake “levelling” – assessing performance against criteria and level statements.
  • Record commentary i.e. issues, constraints, opportunities, vision.

“Levelling” workshops

(led by senior management)

  • For each criteria:
  • Level statement
  • Issues and constraints
  • Opportunities/vision
  • Recommendations
  • Analyse workshops and evidence.
  • Write report.

Analysis and reporting

  • Review and reflect on the report.
  • Develop a change management/action plan.

“Change/Actions” workshop

ambitions for the sector
Ambitions for the sector

Within 3 years,

…. most HEIs and a good proportion of FE institutions will have used the toolkit for self-assessment (in CAMEL groups)

………….and will be taking action on it.