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
• Development and implementation of a WBL maturity toolkit for HE
– Discussion
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
• 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
Government drivers and agency support for employer engagement
WBL Study
ELRAH
(Edinburgh, Lothians, Fife and
Borders Regional Articulation
hub)
ELRAH HE/College Partners:
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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
Phase 1
Phase 2
Phase 3
Employer
Workshop
Research
Synthesis and Report
Desk research
Education provider
workshop - delivery
Report presentation
Interviews
Education provider
workshop - process
Key findings
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
JISC/HEFCE
programme
outcomes
Desk
research
into WBL
Experience
of project
partners
Development of a
WBL selfassessment
maturity toolkit
(effective
practice)
Use of the
Toolkit by
institutions
working in
CAMEL
groups
Each institution will produce:
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University of Bradford
University of Westminster
UWIC
ELRAH
Craven College
• 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.
The Toolkit (1)
The Toolkit (2)
Area of focus
Criterion
Main statement
Institutional readiness
Self assessment
guidelines
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WBL Strategy & policy
A WBL strategy/business plan is in place which aligns with the institutions overall
strategy/business plan and linked strategies and which provides for local
customisation of faculty/school/department WBL implementation plans and is
driven by a senior management team which regularly monitors and evaluates the
strategy/plans at local and institutional levels.
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Evidence to look
for
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WBL is identified in the institution’s strategic and business plans as a key
priority for development.
The WBL strategy is aligned with other related strategies e.g. distance learning,
e-learning, ICT, teaching & learning, library and information services.
The WBL strategy is regularly reviewed and updated by a senior management
team.
An institutional WBL business plan is in place and provides a framework within
which faculty/school/department plans are developed and monitored.
The strategy is coherent and allows customisation to local needs.
The strategy is made public.
The strategy has performance measures and is monitored at institutional and
local levels.
Existence of a specific WBL strategic plan.
The WBL strategy is embedded in the institution’s strategy.
WBL embedded in other related strategy documents (e.g. e-learning, ICT,
teaching and learning, library and information services)
The Toolkit (3)
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Not developed
Some development
Minimal practice
Typical practice
The Toolkit (4)
How will it be used (methodology)?
Plan
“Appreciate methodology”
workshop
Identify Evidence
Collect evidence
“Levelling” workshops
(led by senior
management)
Analysis and reporting
“Change/Actions”
workshop
• Identify dimensions (slices).
• Identify and co-opt stakeholders.
• Develop project plan, including defined roles & responsibilities & resources required.
• Hold meetings with stakeholders to gain buy-in and understanding.
• Adapt and amend criteria as appropriate.
• Identify evidence needed.
• Identify techniques and methods for evidence gathering.
• Develop plan for evidence gathering.
• Implement evidence collection plan.
• Analyse evidence.
• Distil evidence into usable reports.
CAMEL
Cohorts
• Review evidence.
• Undertake “levelling” – assessing performance against criteria and level statements.
• Record commentary i.e. issues, constraints, opportunities, vision.
• Analyse workshops and evidence.
• Write report.
• Review and reflect on the report.
• Develop a change management/action
plan.
For each criteria:
• Level statement
• Issues and constraints
• Opportunities/vision
• Recommendations
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.