RPL in Higher Education – innovative approaches to work based learning Dr Darryll Bravenboer...
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Transcript of RPL in Higher Education – innovative approaches to work based learning Dr Darryll Bravenboer...
RPL in Higher Education – innovative approaches to work based learning
Dr Darryll Bravenboer
Institute for Work Based Learning
Overview
•T
he Institute for Work Based Learning
•W
hat is the Professional and Work Based Learning field of study?
•W
hat are the components of the Work Based Learning Framework?
•H
ow are Work Based Learning Framework programmes constructed?
•A
ccreditation for the award of academic credit
•T
he University Accreditation Board – individuals and organisations
•E
xternal organisations with accredited learning activity
•H
alifax Retail Banking Practice programmes
•T
he importance of accreditation for HEIs in the UK
•L
ooking to the future…
•Q
uestions
The Institute for Work Based Learning
• Work Based Learning as a field of study at Middlesex - 1992
• Queens Anniversary Prize for integrating formal education and employment through
work-based learning
• Centre of Excellence for Work Based Learning
• QAA commendation for work-based learning
• the distinctive contribution of the Institute for Work Based Learning to the University's portfolio
of educational provision – QAA 2009
• Middlesex University Organisational Development Network – HEFCE WFD project
• Higher Apprenticeship development projects
• Work Based Learning Research Centre
• Doctorate in Professional Studies (DProf), DProf by Public Works
• University Accreditation Services – APEL and accreditation of external courses
• The University Work Based Learning Curriculum Framework
• Development and delivery of WBL and Professional Practice programmes
What is the Professional and Work Based Learning field of study?
When people work they learn and this learning can be recognised formally
• The Professional and WBL field of study is transdisciplinary yet identifiable
Thinking about and trying to understand the work I do
• Specialise and localise a learner’s own Work Based Learning as the subject of study
through the development of reflective practice
• To develop an understanding of themselves as a professional practitioner
Engaging with others that are interested in or effected by the work I do
• Situate individual Work Based Learning within wider practice contexts through
negotiated engagements with communities of practitioners, employers, co-workers,
collaborators, stakeholders, clients, academic tutors and others implicated in a specific
area of work/practice
Developing different and better ways of working
• Ask intelligent questions about the appropriateness of current work/practices
• Develop transdisciplinary approaches to work-based learning that support innovation
and enhancement of work/practice
What are the components of the Work Based Learning Framework?
Review of Learning
•Reflection on prior learning gained through work/practice experience
•Situating own work/practice within the wider contexts of the relevant professional field
•Development of a claim for the accreditation of this learning
Professional Development
•Development of skills for work-based HE and planning own professional development
•Reflection on the wider contexts of work-based practice and learning
•Engagement with networks, employers, practitioners within the relevant professional field
Practitioner Inquiry
•Identification of methods of inquiry to inform own and/or others work/practice
•Inform the planning and developing of projects, inquiries or other work-based activity
•Identification and critical appraisal of relevant professional and other literature
Negotiated Work Based Learning Projects
•Negotiated learning and assessment to reflect the context of specific areas of practice
•Address real-life issues to enhance identified aspects of professional practice
•To promote innovative proposals for work/practice development and change
How are Work Based Learning Framework programmes constructed?
Component B
A Negotiated WBL Project Module
Required for Foundation, Bachelor’s and Master’s Degree programmes
Individually negotiated project, inquiry or other work-based activity
Component B
A Negotiated WBL Project Module
Required for Foundation, Bachelor’s and Master’s Degree programmes
Individually negotiated project, inquiry or other work-based activity
Component A
An Approved WBL Framework Programme Agreement
Award TitleNegotiated Learning Outcomes
Specified Learning, Teaching and Assessment strategies
Component A
An Approved WBL Framework Programme Agreement
Award TitleNegotiated Learning Outcomes
Specified Learning, Teaching and Assessment strategies
Component E
Other Middlesex University
Subject-based Modules
Component E
Other Middlesex University
Subject-based Modules
Component D
Other WBL Framework
Modules
Component D
Other WBL Framework
Modules
Component C
Accredited Learning
Prior certificated and experiential learning,In-company training
Component C
Accredited Learning
Prior certificated and experiential learning,In-company training
Required Work Based Learning Framework components
Optional Work Based Learning Framework components
Accreditation for the award of academic credit
•A
ccreditation is the formal mechanism for the recognition of learning that is achieved outside the
University’s validated programmes of study.
•I
t uses the Middlesex University academic credit framework to evaluate and quantify such learning in
terms of credit points at a particular academic level
•I
t operates to quality assure the learning outcomes and assessment of education and training activities
delivered by employers and other organisations
•T
he recognition of learning supports personal and professional development and can be used towards the
achievement of University qualifications
•A
formal recognition that high-level knowledge, understanding and skills exist and can be developed
outside of the university
The University Accreditation Board- individuals and organisations
•T
ypes of activity which can be accredited at Middlesex University
• Accreditation of external courses or training activity
• Accreditation of learning from work roles – eg competency frameworks
• Accreditation of prior and experiential learning (APEL) of individuals
•T
he University Accreditation Board for individual APEL claims
• APEL claims are assessed and a recommendation for the award of credit is made to the Board
• External Examiners sample assessed claims
•T
he University Accreditation Board for external activity and courses
• Accreditation proposals are assessed with a recommendation to the Board
• External Examiner oversees the process of the approval of accreditation proposals
• Assessed work is moderated by the Accreditation Link Tutor and sampled by an External
Assessor (if level 5+)
• Pass lists for accredited external activity approved by the Board
Halifax Retail Banking Practice programmes
Negotiated WBL Project module – 60 credits at Level 6
Journey in Practice
30 credits at Level 6
Additional WBL Project activity
30 credits at Level 6
Negotiated WBL Project module – 60 credits at Level 7
Journey in Practice
40 credits at Level 7
Additional WBL Project activity
20 credits at Level 7
Advanced Diploma Retail Banking Practice
Postgraduate Certificate Retail Banking Practice
Halifax evaluation of business benefits
• Branches where the accredited programme had been implemented were performing
9.8% better than others.
• Converted referrals were 10% higher on average
• ‘Net Promoter Score’ of customer service quality – increased by 40%
• Managers who undertook the programmes improved performance more quickly in
the context of a change in working practices
• A highly motivated workforce“these qualifications and the learning being generated are highly motivational and are offering
colleagues who would otherwise not have the opportunity, the chance to earn a recognised
professional qualification.” Halifax Learning Development Team
“I got a great sense of satisfaction and…this has helped me change the way I run my business.
More focus is now on developing and leading rather than delivering messages. I am very
grateful that the company supported this programme’ Halifax Branch Manager
“the completion of stage 3 has made me look at the company in a different way. I feel I owe the
company something in return and I am now much more of an advocate of Lloyds Banking Group”
Halifax Branch Manager
A culture of reflection and learning
“A great success has been the realisation by many of the learners of the great value of
reflection in improving performance. Halifax is a very fast paced organisation and
typically colleagues struggle to build in time to reflect, often not seeing its value. This
programme has opened many learners’ eyes to the benefit of reflection in their work.”
“The Reflective Learning Statements which sit at the core of the learning process have
transformed the thinking styles of the Halifax colleagues”
Halifax Retail Bank Learning Development Team
“At times I have felt I have almost been detached as a manager from my branch. This
has helped me see the branch from a different perspective. Through my research I
have gained a much greater knowledge of the area and the opportunities and threats to
my branch’s growth.“
Halifax Retail Bank employee
Lifelong learning opportunities for individuals supported by employers
“I felt immense pride that I had been given this opportunity to study and gain an
academic qualification which would support me in my role and the work I do every
day. Looking back, all the time, effort and commitment that was needed has paid off. I
took such pride in having my family members with me at the graduation ceremony to
receive my diploma”
“I joined Halifax straight from college and to gain a qualification from a university, whilst
carrying out my day job, is a fantastic opportunity. The added bonus being it will also
prepare me for the year ahead with the Business Plan I will create as a result!”
“I think it’s wonderful that as an employee, we have an opportunity to gain a qualification
with no cost to ourselves.”
Halifax Retail Bank employees
The importance of accreditation for HEIs and the UK
• Employers can contribute to the long-term culture change required to promote
greater investment in higher-level learning for their employees.
• A key driver supporting such a change is the explicit shift in the recognition of the
knowledge and skills that exist within the workplace. That universities do not have
a monopoly on knowledge production.
• RPL provides a means through which universities, employers and other organisations
can collaborate as equal partners in the promotion of higher level learning
opportunities.
• Collaborative approaches to higher learning development are not a threat to ‘the core
purpose of universities’ but could provide a way to create the expectation that it is an
entirely normal aspect of working life.
Looking to the future…
The context
• An unsustainable public loan book, employers to the rescue?
• The Russell Group shuffle – ‘academic excellence’ not WP
• The disincentive for implementing RPL
• HEFCE now have a skills policy!
Apprenticeships
• Apprenticeship Standards – 40%+ at HE level
• The role (or not) of qualifications
• Public funding @ 2:1
• Professional bodies and professional competence
The potential impact of RPL
• University-business collaboration as equals in opening opportunities for learning
• Recognition rather than gate-keeping
• Lowering the cost of delivering HE through RPL