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Building on Credit: Professional Development for RAF Senior Officers 22 July 2013. Viki Faulkner Jennifer Wells. Strategic Context. University of Brighton – ‘a leading professional and applied university’ Strong links with business

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slide1

Building on Credit: Professional Development for RAF Senior Officers

22 July 2013

Viki Faulkner

Jennifer Wells

slide2

Strategic Context

  • University of Brighton – ‘a leading professional and applied university’
  • Strong links with business
  • Leading on a collaborative HEFCE funded transforming workforce development project – the Centre for Work and Learning
  • Wanted to strengthen and deepen existing relationships with employers
  • Wanting to explore more innovative ways of working, opening up routes for Higher Level Skills development through to PG levels
slide3

The Royal Airforce – background

  • Partnership with the RAF as a result of a successful relationship with the Ministry of Defence (MoD)
  • Tendered to deliver university-level CPD provision
  • Residential - 2 to 5 days in duration
  • 2 Masters level 20-credit modules were selected: Organisational Change in Context and Managing Human Aspects of
  • Programme commenced in September 2009
  • 4-year contract renewal 13/14 to 16/17
slide4

The Royal Airforce - background

  • RAF was seeking HEIs to deliver a MA Strategic Management
  • Completion of the SOSP is a prerequisite for the MASM through the RAF’s Professional Military Development (Air) Programme.
  • MASM is elective and self-funded
  • a common APL to be agreed for any student successfully completing the SOSP phase
  • The mandatory SOSP is delivered under the existing Academic Defence Studies Partnership (ADSP) contract
  • approach
slide5

The development process

  • Fundamental principles of leadership and RAF Leadership Attributes
  • Received funding from the CWL project for the accreditation work
  • Mapping of both accreditation and then potential delivery (by the university on behalf of the RAF) when appropriate curriculum areas were identified
  • Comparison, evaluation, forensic investigation of nature, structure, content and delivery of these educational areas
  • Detailed examination of all the post-officer and generally available staff development programmes delivered by the RAF
slide6

Thesolution

  • Post-SOSP access to postgraduate qualifications
  • A suite of specially designed modules
  • SOSP graduates are entitled to exemptions to a set of Masters-level courses
  • Modules run in 3,4 or 5 day blocks
  • Project work can be completed at a learner’s pace
  • SOSP graduates will automatically be entitled to at least 100 points towards their qualification
  • 20 of the 80 remaining points is made up from submission of a reflective document or a module
slide7

Thesolution continued

  • 12 module titles to choose from for both MSc programmes
  • The reflective document has to demonstrate mastery of an appropriately specific module area
  • 60 points - The Integrative Management Project involves an original and detailed investigation of a specific management or business contextual problem
  • Applications are made directly to the Brighton Business School
slide8

Thebenefits to the client

  • Corporate rationale:
  • Recognise staff need to be able to demonstrate the depth and breadth of training and development undertaken
  • Wanted to address disparities of academic opportunity
  • Transparent, legitimate kitemarking of HRD activities
  • Personnel rationale:
  • Recruitment positive – able to offer qualification route through apprenticeship to PG
  • Aid staff retention
  • Engenders a learning culture
  • Resettlement positive: enhancing employability with necessity of a 2nd career
slide9

Thebenefits to the Customer

  • Gaining a nationally recognised qualification built on in service training and funded, or part funded under Enhanced Learning Credit scheme (ELC)
  • Shortened the route to masters
  • Able to clearly anticipate levels of credit exemption
  • Can plan a personal path through the programme which focuses on own work environment and areas of interest
  • Able to pace learning to suit, accommodating the highly changeable nature of the officers’ roles
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Thebenefits to the University

  • Moving from a transactional relationship to partnership working with an established employer relationship
  • Further faculties likely to benefit relatively quickly from association of their programmes with the offer
  • Widening participation through introducing a new cohort to our PT PG taught offer
  • Calendar based time tabling with block taught modules opens additional opportunities within the training and development offer for other professionals