Changing financial environments: an assessment framework for the Open University

Growing your own graduates:opportunities and challenges for flexiblehigher education in the new fundingenvironmentDr. Liz Marr, Centre for Inclusion and CurriculumKevin Streater, Business Development UnitThe Open UniversityUALL 20121ContentsContextRole and purpose of HE in 21st CenturyHE and businessRPLHigher ApprenticeshipsCase study IT sectorGaps and ChallengesConclusions

UALL 2012ContextTurbulenceGulf of mutual incomprehensionTreasury at the heart of the systemCreative gales of destructionDisjunctures:Stem /humanitiesTraining/education

UALL 2012Role and Purpose of Universities in the 21st CenturyInfluenced by:PolicyTechnologyDemographyPlurality of provisionExpectations of StudentsStratification(amongst other things)

UALL 2012The role of UniversitiesThere is a growing realisation of the central role of universities in providing high level skills, a world class research base and a culture of inquiry and innovation. Universities are an essential part of the supply change to business a supply chain that has the capability to support business growth and therefore economic prosperity. Sir Tim Wilson, February 2012

Universities are perhaps the single most important institutional medium for conserving, understanding, extending and handing on to subsequent generations the intellectual scientific and artistic heritage of mankind. Stefan Collini, 2012

UALL 2012Higher Education and Social goods

UALL 2012HEIs and Business bridging the gapCorporate Requirements of a Learning Provider are:QualitySpeedDependabilityFlexibilityCostPriorities for a University as a Learning Provider are:TeachingLearningQualityResearchIntermediaries are needed to buffer between these two domains. These can include:APEL/RPL/APLUse of training providers as partners.UALL 2012RPL All roads can lead to RomeCredit transferDirect entryAPEL/APLAccreditation of Employer & Sectoral Training and CPDAccreditation of Industry CertificatedChallenge Exams

UALL 2012Significant new development in the higher learning landscapeProvides a structure to facilitate the integration of vocational and knowledge based higher education with higher level critical reflection and autonomous decision making skillsFully supports work-based learning conceptsHigher Apprenticeships

UALL 2012Case Study IT SectorUALL 2012Skills Framework for the Information AgeWhat is SFIA?A common reference model for the identification of the skills needed to develop effective Information Systems (IS) making use of Information Communications Technologies (ICT).A simple, logical two-dimensional framework consisting of areas of work on one axis and levels of responsibility on the other.A common language and a sensible, logical structure that can be adapted to the training and development needs of a very wide range of businesses.

UALL 2012Skills Framework for the Information AgeWhat is SFIA?A common reference model for the identification of the skills needed to develop effective Information Systems (IS) making use of Information Communications Technologies (ICT).A simple, logical two-dimensional framework consisting of areas of work on one axis and levels of responsibility on the other.A common language and a sensible, logical structure that can be adapted to the training and development needs of a very wide range of businesses.

UALL 2012SFIA LevelsA central component of SFIA are the level descriptors. Each level is fully described in its own right under each of these four headings:

AutonomyInfluenceComplexityBusiness Skills

Each level has a short tag that summarises the essence of the level, and a full generic definition that is independent of the skills definitions.

UALL 2012Seddon 2005Highlights the main barriers to the progression of Advanced Apprentices to higher education, including:Ignorance as to the composition and status of the frameworks associated with apprenticeshipsThe quantum change in teaching/learning experienced by vocational learners in HE (shift towards autonomous learning, discursive assessment and disconnect with the work-setting.UALL 2012Why the quantum change?Quite different learning experiences at QCF Level 3 (SFIA Level 2) and QCF Level 4 (SFIA Level 3)

QCF Level 3:Solving of defined problemsLimited autonomyRecognisable levels of supervision and directed activityAssessment of procedural activityQCF/FHEQ Level 4 onwards:Solving of complex problems which might be solution-freeNeed to orient in complex/competing epistemological systemsDiscursive assessment

UALL 2012A need for reflectionTheres a need to recognise the challenges for students in making this transitionImportant to also consider why students are making the transitionFundamentally its about employability (and personal development?)That being the case we need to consider the nature of two ecologiesIT ProfessionalsHigher EducationUALL 2012How the ecologies compareHigher EducationGoverned by subject benchmarks and qualification frameworksAims to develop self-directed learners with transferable skills suited to employmentIT ProfessionalsEmployment is framed in terms of SFIAGeared towards the development of tomorrows IT Professionals

UALL 2012Future Higher Apprenticeship Qualification Framework

Masters DegreeTransition SupportL3 Advanced Apprenticeshipor equivalent level qualification

Competency DevelopmentFunctional/Key SkillsEmployee Rights & ResponsibilitiesPersonal LearningLevel 4 HE credit recognitionAdditional Knowledge (level 4 credit)Mentoring SupportWork Based Learning (level 4 credit)Additional Knowledge (level 5 credit)Honours DegreeFoundationDegreeNew ModuleNew ModuleExisting ModulesExisting ModulesUALL 201218U..810 Continuing Professional Development in Practice (Module 1)

30 credits 6 months

150 hours300 hours MBA electivePotential 60 points named UG degree (content dependant)Potential60 points Masters (content dependant)60 points Open degreeORORORReadings and Assessment around learning and development150 hours

Postgraduate Certificate in Advanced Professional PracticeB..834 Improving your Practice(Module 2)

30 credits 6 months

OU content

Three Units of 30 Hours CPD

90 hoursReadings and Assessment around taking new knowledge back into practice50 hoursReflective log70 hoursAdditional related CPD90 hours(up to 30 hours can be from other defined sources)Recognised Training Provisionfrom sector provider.UALL 2012The Gap(s) and ChallengesConceptualAttitudinalFinancialLanguageUsing RPLThe link between the practical and the theoretical

UALL 2012ConclusionEnglish government policy is heavily focused on the economic returns of investment in higher education for individuals and for the state and there is a considerable risk of a wider chasm emerging between education for one section of society and training for the rest. Apart from the moral and ethical issues this raises , the development of higher level practical skills without the ability to critically reflect or make autonomous decisions about their deployment can severely limit their effectiveness and potential to enhance economic performance. Economic benefit cannot be divorced from social good.

UALL 2012