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: • • • • • • • • • • • • • • • 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: • • • • • 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 • 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. • • • • • • Evidence to look for • • • 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) • • • • 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.