Work Based Degrees Report

Work Based Degrees Report

SUMMARY

Authors:

Prof. Peter Chatterton

Miriam Smith

24 March 2010

1.Background to the study

The Edinburgh, Lothians, Fife and Borders Regional Articulation Hub (ELRAH) commissioned Daedalus e-World and Essential HR in July 2009 to undertake a study to inform the development of a new range of programmes at degree level to enable individuals in the workplace holding SVQ qualifications, Modern Apprenticeships (MA) or HNC/D qualifications to articulate to study at degree level without loss of time.

The work undertaken included:

an environmental scan to identify effective joint ventures between universities, colleges and employers in the UK that are actively engaged in the design and delivery of collaborative, work-based skills development models at degree level;

identification of the issues and challenges that would need to be resolved to enable work-based learners holding Scottish vocational qualifications (SVQs) and Modern Apprenticeships to progress to advanced study at degree level;

determination of industry demand for progression from ordinary degree to honours degree.

determination if new work-based degrees needed to meet both academic and vocational outcomes.

options for building articulation routes that would enable work-based students to develop either academic skills, vocational skill or both skills sets.

Identification of pedagogic and assessment approaches that are suited to the delivery of work-based degrees highlighting, opportunities to use learning technologies to enhance delivery models. This work would highlight any issues, challenges and changes to pedagogic models that will need to be resolved to ensure success.

options for funding work-based study at degree level;

identification of professions and representative bodies that were interested in working in partnership with ELRAH institutions to design and develop work-based skills development models at degree level.

Identifiction of relevant employer forum/ committees both regionally and nationally that would allow these ideas to be progressed across the ELRAH partnership;

Identification of academic processes and support arrangements that would need to be altered to enable HEI partners to validate, approve and quality assure new suites of work-based qualifications.

2.Headline messages

The headline messages from the study fall into the following categories:

Employer demand
Meeting employer demand
Existing and potential partnerships
Preparing for work-based degrees
Articulation routes
Funding

The full report is available separately from the Employer Zone on the ELRAH website (

2.1 Employer Demand

Topic / Headline messages
Demand and motivators for work-based degrees
See Section 5.2 of the full report for details /

There is demand for work-based degrees in a range of sectors, though each sectors’ needs are unique and complex.
The key motivators for employers include workforce skills development and skills utilisation, acquiring and retaining key staff, promoting entrepreneurship/drive and meeting regulatory demands.
Employers are keen to have learning programmes aligned with their strategic objectives and goals.
The demand is for qualifications and pathways that are flexible and able to be personalised to suit employer/employee needs.
Employers are demanding a need for programme designs to take into account any corresponding national occupational standards.
Programmes and their associated qualifications need to offer cross-border mobility. Consistency/portability of outputs and standards/learning outcomes is required, irrespective of geography.
Generic educational frameworks that can be customised to employer/employee operating contexts are more desirable and cost effective than producing bespoke programmes.
Employers need to develop long term relationships with key partners (colleges, Universities, training providers). This will enable each party to develop a clear mutually beneficial structured model of partnership working.

Demand for progression from VQs to degree study
See Section 5.3 of the full report for details /

There is significant employer demand to enable individuals in the workplace holding NVQ/SVQ qualifications, Modern Apprenticeships (MA) or HNC/D qualifications to progress to study at degree level without loss of time, though each sectors’ needs are unique.
There is a need to balance sector outcomes with individual employer requirements.
There is a need to balance vocational and academic skills.

Preferred delivery methods
See Section 5.4 of the full report for details /

Delivery should primarily focus on learning outcomes (rather than learning methods) and should offer flexibility (in time and place) with different approaches to suit different contexts and with consideration for those with special needs.
Learning models should be based on blended approaches that balance traditional, technology-based and self-directed approaches.
It is important to ensure that learners are supported when learning in the workplace. This can be achieved by incorporating work based mentors and assessors into the delivery model. It is vital that mentors and assessors receive adequate training and support to be effective and conform within educational providers quality assurance processes.

Key issues and challenges
See Section 5.5 of the full report for details /

Delivery must be cost-effective and efficient (minimising loss of time and earnings for companies and employees).
There is a lot of good practice around – this needs capturing and sharing and a programme of awareness-raising about different delivery methods.

2.2 Meeting employer demand

Topic / Headline messages
Issues and challenges in meeting employer demand
See Section 6.2 of the full report for details /

Employers and providers need to build long-term relationships with each other so that trust and in-depth knowledge and understanding of respective goals, needs, cultures, ways of working and constraints can be developed.
“Sector” learning outcomes are important, as well as those for individual employers.
Local/regional developments should be set in the context of national initiatives to ensure economies of scale, sharing of expertise/knowledge and avoiding duplication of effort.
Bespoke-designed WBL programmes that adopt traditional learning and assessment models are not typically cost-effective, therefore providers need to adopt alternative approaches.
There is an apparent lack of appropriate case studies (where partnerships are working well) – which could help education providers in overcoming issues and challenges for meeting employer demand.
Both employers and education providers need to recognise that they need to become learning organisations.

Aligning degree level provision with employer goals & career progression
See Section 6.3 of the full report for details /

Aligning degree level provision with employer goals and career progression will maximise their appeal.
SCQF should continue to be used to map and align provision held by education partners, employers, sector skills bodies, professional institutes/bodies though issues of cost of credit rating/levelling can be a barrier.
Legislative/standardisation/compliance agendas are often drivers for collaborative curriculum developments.
New frameworks should include opportunities for assessing Prior Learning/RPL, opportunities for work experience and recognition that skills are perceived at different levels in different sectors.

Delivery options to fit with employer/employee needs and working patterns
See Section 6.4 of the full report for details /

The adoption of learning contracts for employers as well as learner contracts & PDPs (Personal Development Plans) for employees are critical for the success of work-based learning.
Providers need to balance “competence” and “capability” approaches according to employer needs.
Learning models should be based on blended and flexible approaches that focus on process-driven curriculum, self-directed learning, experiential learning, evidence-based assessment and which are learner-centred.
“Shell” frameworks offer many advantages for professional development higher education qualifications to meet the needs of accredited CPD activity.
Mentoring and support are crucial elements of delivery.
Learners must be taught how to learn and gain knowledge and skills in different models and styles, where required.

Use of ICT and e-learning to support alternative delivery methods
See Section 6.5 of the full report for details /

ICT can help address different learning activities and help to ensure support for dispersed students, however, it must be recognised that ICT might not always meet student’s preferred learning methods.
E-Portfolios, e-PDPs and e-assessments can support more cost-effective, faster and efficient assessments.
Technology can support individualised learning and flexibility (anytime, anywhere).
E-Learning must be fully integrated into the curriculum from the design stage.

Issues and challenges in delivering degree level courses in the work-place
See Section 6.6 of the full report for details /

Learners have different learning styles and working contexts therefore programmes should be designed to be flexible and to be able to be personalised accordingly.
Work-based learning using traditional methods can be more resource-intensive therefore providers need to develop cost-effective work-based learning solutions.
It must be recognised that delivery of work-based degrees will result in the need for greater flexibility and changing working patterns for teaching staff and staff contracts may therefore need to be adapted.
Institutions need to ensure their ICT systems and policies allow learners and other stakeholders involved in programme delivery and support to access the systems irrespective of where they undertake their learning.
Academic staff CPD/training programmes need to be updated to incorporate designing and delivering for work-based degrees, including the appropriate use of ICT/e-learning.
Learners need to be assessed and appropriately trained to ensure that they can engage fully with the programme pedagogic models and ICT/e-learning tools.
There can be conflict in some HEIs between research targets and learning and teaching.
Clear rules and responsibilities must be formulated.

Specification for collaborative work-based skills development models at degree level
See Section 6.7 of the full report for details /

Based on the research undertaken during the course of this study, a specification for collaborative work-based skills development models at degree level has been developed.

2.3 Existing and potential partnerships

Topic / Headline messages
Examples of effective partnerships
See Section 7.2 of the full report for details /

There are many examples of effective partnerships and these are detailed as case studies. (Case Studies are available from the Employer Zone of the ELRAH Website ( )
There are approximately 4,000 examples of foundation degrees partnerships in England and Wales, and whilst many of these are not based on sustained employer engagement, Foudation Degree Forward has been taking significant steps to overcome this.
Once partnerships are established, it is commonly found that they are valued by all partners.

Key roles for all partners
See Section 7.3 of the full report for details /

Roles are totally diverse and sector dependent with different bodies defining different standards and different bodies taking lead roles.
Sector Skills Councils can provide a valuable sector-wide balanced view, though there are mixed views on Sector Skills Councils with some perceptions that they do not represent the sector.

Partnership effective practice
See Section 7.4 of the full report for details /

A strong focus on being demand-driven.
Developing long-term strategic partnerships that align with each partner’s strategic objectives and business plans.
The impact and cost/benefits of programmes should be measured.
Partnerships should ideally align with national, regional objectives, regulatory requirements, employer consortia needs and professional standards and involve the appropriate agencies/bodies.
Involvement of employers at all stages of learning programme life-cycle (e.g. design, outcome specification, assessment and support).
Recognition of the need for effective communications and regular dialogue between all partners within an environment of mutual understanding and respect.
Partnerships need to be “smart partnerships” with effective leadership and business-like ways of working.
Work based learning is accepted as a valid academic model of learning.
HEIs can learn from effective practice in colleges.

2.4Preparing for work-based degrees

Topic / Headline messages
Organisational approaches for Work Based Learning (WBL)
See Section 8.2 of the full report for details /

If WBL is regarded as a strategic priority, it should have a dedicated strategy and plan and be actively driven by a senior management team reflecting all relevant organisational functions.
As WBL capacity grows, different structures to support WBL may be needed with some HEIs forming an autonomous & academic WBL unit to establish the legitimacy of WBL as an academic discipline.
Central co-ordination of WBL activities needs to balance with “ownership” within faculties & departments.

Adapting organisational processes and systems for WBL
See Section 8.3 of the full report for details /

Programme approval & validation processes for assessing and accrediting learning not provided by the organisation need to be adapted with a focus on providing a fast-track and lean process.
As WBL capacity builds, organisational processes and systems will require enhancing to reflect WBL and this will require senior management drive and allocation of resources.
A “customer-focus” approach needs to be adopted and systems put in place to support this.
Flexible, generic and demand-led WBL frameworks and core modules should be “centrally” developed & managed, rather than in each Faculty/department.
Finance systems need to be adapted to reflect employers rather than students as customers.
Business processes and systems need to be adapted to provide more accurate budgeting and costing to aid development of business cases for WBL programmes.
Processes and systems should be put in place to support employers in the measurement and assessment of the cost/benefits and impact of WBL.
Learner registration/induction/student records processes/systems need to be adapted to reflect more flexible start/end dates and remote learning.
Central WBL support needs to work closely with the QA department to adapt QA and QE processes to fully reflect alternative & flexible work-based learning and assessment models, (remote) delivery in the work-place and with employers as part of the design/delivery team.

Adapting staffing and staff development
See Section 8.4 of the full report for details /

Processes should be adapted to provide greater flexibility for taking on part-time academic staff.
The role of external examiners needs to adapt to reflect employer-related experience and expertise.
Staff competency frameworks and professional development programmes need to adapt to the new ways of teaching and assessing in the work-place.
The issues of academic acceptance of work-based qualifications that meet both academic and vocational outcomes will require addressing.

Adapting ICT, e-learning and information systems
See Section 8.5 of the full report for details /

Systems and ICT policies need to be adapted to ensure appropriate access and accessibility for work-based learners.
Strategies and plans for ICT, e-learning, blended learning, information & library services must be aligned with the WBL strategy.
Organisations should consider prioritising the development of ICT & e-learning systems that support WBL such as e-RPL, e-portfolios.
ICT systems should support capturing and sharing of knowledge and ideas on WBL with all stakeholders.

Barriers to implementing change in organisational processes and systems
See Section 8.6 of the full report for details /

Cost, complexity and cross-division working.
Lack of senior-level drive, commitment and incorporation into strategic and business planning.
Parity of esteem is needed to overcome academic snobbery in relation to VQs and work-based learning and assessment and practitioner snobbery about academic approaches.
In many HEIs, academic promotion hangs more on research than involvement in designing and implementing new models of L&T including WBL.

2.5Articulation routes

Topic / Headline messages
Models and approaches to enable work-based learners with VQs to articulate to degree study
See Section 9.2 of the full report for details /

SCQF supports the development of collaborative HEI/college curriculum models between levels 7-9, enabling transition from VQ to degree level and supporting an overall lifelong learning framework.
Whilst HNC/Ds are commonly prescribed as advanced standing entry routes to degree level study, there are currently significantly fewer examples of VQs for such entry routes.
Formal articulation agreements need to be established between providers.
Employers would benefit from adopting SCQF to plan and implement workforce development, career progression and CPD in partnership with HEIs and colleges.
A sector approach should be adopted and consensus sought between SSCs, employers, professional bodies and providers in terms of mapping and aligning sector needs and NOS with curriculum provision within the SCQF framework.
Alignment between models in Scotland and England is required.

Issues and challenges of utilising VQs to articulate to degree study.
See Section 9.3 of the full report for details /

Parity of esteem between academic and vocational qualifications remains an issue and articulation to degree level needs to reflect both “competencies” and “capabilities”.
With VQs being levelled across SCQF levels presents a challenge as it is often unclear how much of the qualification sits at level 6/7 without individual analysis of each VQ framework.
Optional units within VQ programmes to enable progression to work-based degrees need to be fully established and agreed between SSCs, SQA, colleges and HEIs.
Articulation routes can be confusing for learners who may, through lack of clear information and guidance, choose an inappropriate route that would limit their options for progression to degree study.
There are issues of transition, such as different learning, teaching and assessment models and a greater emphasis on independent learning and this can lead to poor retention and achievement.
HEIs and colleges need to ensure common approaches to recruitment.
Co-operation and trust between HEIs and college teams needs to be nurtured.
There are issues in relation to personal and social transition e.g. confidence, self-belief, potential isolation & remote peers.
Issues of hosting and transferability of learner e-portfolios need to be resolved.
HEI academic year does not always align with VQ programmes.

What is required to motivate, guide and support work-based learners to articulate to degree study
See Section 9.4 of the full report for details /

A need to ensure employers and employees are aware of work-based degree options and choices.
Embedding work based degrees choices in employer appraisal systems.
Ensuring that candidates see articulation and work based degrees as a critical route for career progression both within the organisation and on a personal basis.
Employer commitment and involvement in the whole process – support, guidance and mentoring.
Ensuring that learning fits around the employees work commitments and is relevant and applicable to the candidates current and potential roles within the organisation.
Support models to incorporate mentoring (including peer mentoring) and tailored induction (to reflect WBL).
Consideration should be given to the creation of an online support network for learners and other stakeholders such as mentors and assessors.

2.6Funding

Topic / Headline messages
Issues with the current funding models and their sustainability
See Section 10.2 of the full report for details /

The current model is complex and does not specifically recognise WBL.
All parties need to better understand the costs and benefits of learning programmes and how these align with organisational strategies, targets and business plans, as well as with regional, national economic/education targets.
There are both direct and indirect costs to consider.

Key components of new funding models
See Section 10.3 of the full report for details /

Employers and providers have to finance a range of direct and indirect activities – where different funding sources could be sought.
Success-related models would be preferable e.g. credit-based, though there are disadvantages in respect of administration costs and the potential for focus to shift to meeting milestones rather than the quality of the learner experience.
Better sign-posting and support is needed, particularly for SMEs, for example supporting SMEs in securing and administering of funding (sector bodies could play a role here).
The costs and risks involved in setting up, running, auditing and evaluating any model need to be considered.
Models need to take account of strings that may be attached to employer funding and their impact on learners.
The issue of student-capping in respect of work-based degrees needs to be addressed.

Who should contribute?
See Section 10.4 of the full report for details /

There are mixed and varied views on who should contribute – with the realisation that, given the current economic climate, Government funding is not likely to increase and may fall.
Possible sources of funding include EU, SFC, ILA & NI/tax rebates with a need to consider alumni, local, regional, sector and national sources and ideally, building on an existing scheme.

3.Recommendations

The recommendations from the study fell into 3 categories: