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Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Workman, Barbara (2008) Beyond boundaries: valuing and assessing experiential learning outside module templates [London]. In: Work-based Learning Futures II Conference, May 2008, Middlesex University. [Conference or Workshop Item] This version is available at: https://eprints.mdx.ac.uk/5454/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. 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See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy AWARDS COUNCIL AWARDS UNIVERSITY VOCATIONAL For further information, please contact: University Vocational Awards Council Tel: 01204 903355 Fax: 01204 903354 Email: [email protected] Website: www.uvac.ac.uk UNIVERSITY VOCATIONAL AWARDS COUNCIL AWARDS UNIVERSITY VOCATIONAL Learning Futures Work-based COUNCIL AWARDS UNIVERSITY VOCATIONAL Work-based Learning Futures II Edited by: Professor Jonathan Garnett Professor David Young II In association with: Work-based Learning Futures II Proceedings from the Work-based Learning Futures II Conference, Middlesex, May 2008 Edited by: Professor Jonathan Garnett Professor David Young 1 Contents Introduction 3 Jonathan Garnett and David Young Work-based learning forms, perspectives and quality assurance Critiquing work-based learning in higher education – a review 7 Carol Costley and Pauline Armsby Recognising learning-in-practice as change in practice 22 Caroline Ramsey Recognising and enhancing the quality of university work-based learning programmes 32 Jonathan Garnett Work-based learning learners and courses Learning Stories: learner, tutor and external examiner perspectives on 39 developing a personal research methodology for Learning through Work Zöe Guenigault, David Young and Maggie Challis ‘I seem to walk taller’: the impact of work-based learning and reflective 53 practice upon Foundation degree graduates’ professional practice Elaine Hallet Facilitating high-achievers to tell their stories of professional entrepreneurialism: 61 lessons from the Doctorate in Psychotherapy by Public Works Simon du Plock and Paul Barber Beyond Boundaries: valuing and assessing experiential learning 72 outside module templates Barbara Workman 2 UNIVERSITY VOCATIONAL AWARDS COUNCIL Work-based learning and stakeholders From individual ‘living theory’ to improved organisational practice – 84 how work-based learning makes the difference Peter Critten Making a difference? Engaging with employers and employees 94 Ruth Helyer and Elaine Hooker Understanding the cost implications of work-based learning 105 Morag Harvey Employee attitudes to workplace learning: an insight into large organisations 114 Cathy Dunn, John Mumford and Simon Roodhouse A work-based learning perspective for shifting pedagogic design 126 through the media literacy spectrum Anthony ‘Skip’ Basiel, Mike Howarth and Raphael Commins Work-based learning developments and networks The Institute for Work Based Learning, Middlesex University 134 University of Derby Corporate 135 The Centre for Excellence in Work Based Learning, Middlesex University 136 The Work Based Learning e-Journal 137 The Universities Association for Lifelong Learning (UALL) UK WBL network 139 Recognising Learning through Work 140 Notes on Contributors 142 Recommended Citation Garnett, J. & Young, D. (eds) (2008) Work-based Learning Futures II, Bolton, University Vocational Awards Council © 2008 University Vocational Awards Council ISBN: 978-0-907311-26-3 University of Bolton 3 Introduction Work-based Learning Futures II The second conference in the Work-based Learning Futures series was held in May 2008 at the Trent Park Campus of Middlesex University. The conference was organised jointly by the Centre for Excellence in Work Based Learning at Middlesex University and the School of Flexible and Partnership Learning at the University of Derby. As for the previous conference, held at The University of Derby’s Buxton campus in April 2007, the membership was composed of experienced colleagues in the field of work-based learning who wished to share their expertise with a view to informing the future development of work-based learning within the higher education curriculum. Work-based learning has an increasing number of forms as higher education institutions seek to engage with employers and demonstrate their worth in the knowledge driven society. The policy context, exemplified by Leitch, for the development of work-based learning has never been more favourable. The Higher Education Funding Council for England has made available over £105 million to support Universities to develop the capability to engage with employers. Work-based learning clearly has an important part to play in this agenda but it is far from unproblematic or uncontested. The economic climate is testing the resolve of employers to invest in learning and development and the very nature of work-based learning makes it appear high risk to some higher education institutions. Work-based learning certainly makes new demands of higher education concepts, practices, structures and underpinning epistemological beliefs. We believe that work-based learning has the potential to illuminate our understanding of the core concerns of higher education learning, teaching, assessment and quality. This publication is intended to shed insight into some of the ways a range of universities understand and are implementing work-based learning. The papers are presented in three themes: • Work-based learning forms, perspectives and quality assurance • Work-based learning learners and courses • Work-based learning and stakeholders A fourth section describes the Institute for Work Based Learning at Middlesex University and University of Derby Corporate. There is a brief presentation of the work of the Middlesex Centre for Excellence in Work Based Learning and an introduction to the new (2008) Work Based Learning e-Journal. Information is also provided about two work- based learning networks of relevance to readers. These are The Universities Association for Lifelong Learning (UALL) UK WBL network and Recognising Learning through Work, facilitated by Jean O’Neill through the South East England Consortium (SEEC). 4 UNIVERSITY VOCATIONAL AWARDS COUNCIL As editors we have sought to allow authors to write using a style appropriate to their own purposes and experience rather than impose a tight house style. Section one considers forms and perspectives of work-based learning and quality issues posed. Costley and Armsby provide a critical review of forms of work-based learning in higher education. They examine the contested relationship between academic work and learning at work, discussing the academic integrity and authenticity of work-based learning as a field of study in higher education. Their examples focus on recognising the experiential learning of professionals and on research and development projects undertaken as part of university study within learners’ own organisations or professional areas. Ramsey adopts a social constructionist perspective in discussing how universities might recognise, assess and reward learning-in-practice as an ongoing performance rather than historic achievement. Garnett proposes an “intellectual capital” approach to the quality dimensions of work-based university level learning designed to facilitate the achievement of specific outcomes of significance to the learner, their work and the higher education institution. Section two deals with work-based learners and some of their higher education programmes. Guenigault, Young and Challis offer the reflections of three different voices – the learner, the tutor and the external examiner – on the development of a personal narrative approach to the final project in a negotiated master’s degree in work-based learning undertaken within the Learning through Work Scheme at the University of Derby. Hallet articulates the contribution of work-based learning and reflective practice to the personal and professional development of Foundation degree graduates in the early years. Demonstrating the capacity of work-based approaches to support learning at the highest academic

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