Employer Engagement;
Curriculum Refinements
Carol Costley
Institute for Work Based Learning
Employer-led curriculum
• Staff Development
• On-line support
• Module enhancement
• University Structures and systems
2
WBL Framework Awards
FHEQ Level
Middlesex University Taught Awards
Minimum Total Credits
4
University Certificate
40
4
Certificate of Higher Education
120
5
University Diploma
40
5
Higher Diploma
120
5
Diploma of Higher Education
240
5
Foundation Degree
240
6
Graduate Certificate / Advanced Diploma
60
6
Graduate Diploma
120
6
Bachelor’s Degree
300
6
Bachelor’s Degree with Honours
360
7
Postgraduate Certificate
60
7
Postgraduate Diploma
120
7
Master’s Degree
180
FHEQ Level
Middlesex University Research Awards
Minimum Total Credits
7
Master’s Degree
180
8
Doctorate Degree
540
3
WBL Framework Programme
elements
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The WBL Framework
• Schools and University partners can use the framework by:
• Constructing programmes using various combinations of
validated WBL framework modules (with or without other
University validated modules)
• Integrating the modules within subject-specific programmes
• Constructing programmes using combinations of accredited
in-company higher-level provision and framework modules
• Constructing programmes using combinations of APEL and
WBL framework modules
• Can lead to a comprehensive range of current University
awards from level 4 to 7 (8).
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WBL modules
• Review of learning (can include APEL claim)
• Search and Review of relevant knowledge
and information
• Professional Development/ Planning
• Practitioner Enquiry
• Negotiated WBL Projects
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Review of learning
• Enables work based learners to:
– Review their learning journey using reflective /
reflexive practice
– Recognise the contribution of both certificated
and experiential learning to their personal and
professional development.
– Often this process can be used to generate a
claim for accreditation of prior certificated and
experiential learning (APEL).
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Search and Review of relevant
knowledge and information
• How to look for and review knowledge and
information to create new practices and solve a
practical problem.
• Using academic conventions of referencing and
citation
• Includes professionally based knowledge and
information found in work-related sources
8
Professional Development/
Planning
• Designed to support the initiatives and continuing
development of an individual’s knowledge,
understanding and skills as a work-based learner.
• Provides the opportunity to establish and develop
professional practitioner identity.
• Reflection on current work/practice leading to the
formulation and articulation of personal and
professional development needs.
• Planning of a future programme taking above into
account.
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Practitioner Enquiry
• Practitioner Inquiry modules enable work-based
learners to:
– enquire into their own work/practice and promote
skills in investigation, data acquisition, analysis
and evaluation,
– develop an academic argument using evidence
to inform decisions concerning work/practice
enhancement.
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Negotiated WBL Projects 1
• Projects, enquiries and other work-based activities,
enable work-based learners to consider, create or
construct proposals for work/practice development
and change.
• Negotiated aspects of the modules provides:
– flexibility in framework programme construction
and
– responds to organisational development needs of
employers/ organisations.
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Negotiated WBL Projects 2
• A compulsory element of WBL programmes lead to
awards of Foundation, Bachelor’s and Master’s Degrees.
• Designed to enable individuals to apply active
experimentation and enquiry skills to the experience of
their work/practice.
• The negotiated approach enables individuals, employers
or other organisations to identify aspects of work/practice
that can be enhanced.
• Can be in the form of a clearly defined ‘project’ that has
identified and planned outcomes.
• Can also represent a more open-ended ‘enquiry’ or ‘other
worked-based activity’ designed to enhance awareness
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and/or to promote innovation in work/practice.
Accreditation
•
•
•
•
In-house training
Other accredited courses
Certificated Learning
Experiential Learning
At Middlesex up to two thirds of a
programme can be learning achieved outside
of the University. Other Universities vary,
usually from 50% to 75%
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Building learning and
programmes
• Can start with accredited Learning.
• A second step could be a University
certificate.
• The certificate may then be built into a
degree programme.
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Negotiated Programmes
• Studies through ‘Employer Engagement’
arrangements are negotiated initially with
employers.
• Curriculum content is designed to meet the
needs of the organisation and the individual’s
position and strengths within the organisation
• Content is negotiated within the university’s
validated programme award structures,
specifications and regulations.
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The Value of Work-Based Projects
• The aim is to change or enhance practice.
• A tangible outcome that has a positive effect on
practice to the organisation and/ or the field.
• Builds on the practitioner’s current expertise.
• Brings University level learning and expertise of
higher education, e.g.research and development
capabilities, reflection/ reflexivity in professional
learning, critical and creative approaches, a
discipline to working with sources of knowledge.
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Enhanced Work-Based Projects
• Setting out aims that focus upon outcomes
that are realistic, appropriate and meet level
requirements (requires a 3 way agreement).
• Ethical considerations incorporating
workplace values and university requirements
• Relevant approaches to research or at
undergraduate level, ‘enquiry’.
• ‘Conclusions and Recommendations’ that
draw from the enquiry process and the
practitioner’s expertise.
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