Paul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 34ALTHOUGH theimpactoffoundationdegree(FD)pro-grammes in response to employer requirements has been apervasive and often contentious topic of government rhet-oric in recent years, it is, to date, still a relatively unexploredarea of academic study (Beaney, 2006; Tierney and Slack,2005). Nearly a decade after being introduced by the HigherEducationFundingCouncilforEngland(HEFCE)andtheDepartment for Education and Skills (DfES) in 2000, the per-ceivedimportanceoffoundationdegreesisstillopentocontention; one side, which includes the Milton+ Group andthe University and College Union (UCU), suggest a degree ofcaution over conceding to employer needs, whilst the other,which includes the Confederation of British Industry (CBI)andtheCouncilforIndustryinHigherEducation(CIHE),suggeststhatuniversitydegreesneedtobemoreemployer/business focused (CBI, 2008; Herrmann, 2008).Not surprisingly, the current Labour governments positionadheres to Lord Leitchs long-term recommendation thatthe employers voice is accentuated by increasing engage-mentandinvestmentinuniversityqualificationsandDEVELOPMENT OF A FOUNDATIONDEGREE IN MUSIC RETAILMANAGEMENT: A CASE STUDYPARTNERSHIP BETWEEN A UNIVERSITYAND ROLAND UKPaul CarrUniversity of GlamorganAbstractTHISPAPER discusses the academic, governmental and logistical issues surrounding the University ofGlamorgans recent involvement in developing accredited training and education for one of the largestmusic technology manufacturers in the world Roland UK. The paper reports the joint development ofa Foundation Degree in Music Retail Management, reflecting upon the viability of implementing workbased learning (WBL), including accrediting current training and prior learning (APL). Through analysingthe early stages of the project, the paper aims to formulate a clearer perspective of what the Universityof Glamorgan and Roland UK, in addition to the government and the music retail industry, actually requirefrom a foundation degree such as this. After presenting a synopsis of the current political climate andcontextualising the existing status of musical instrument retail training, an overview is provided of thedevelopment of the Roland/Glamorgan partnership. This is followed by a discussion of the philosophicaldebates and mechanisms currently surrounding the implementation and accreditation of WBL. The papercumulates with the development of a pedagogical model that takes into account the quality issues ofboth the University of Glamorgan and Roland UK in addition to government policy. Conclusions are thendrawn regarding the importance of both institutions developing appropriate structural capital and beingaware of cultural differences that can potentially restrict academic/industrial partnerships. Although thispilot was focused specifically upon Roland UK, its wider implications, in terms of the demand for accred-ited training for the music instrument retail industry, are considered.Key words: Work based learning, accreditation, foundation degree, music industry.Introductionassociated skills (Leitch, 2006). Employers are now regardedas key partners in the transition from a university system,which focuses solely on imparting knowledge, to one whichalso values the development of high-level industry relatedskills. As a result, employers are being requested to bothadvise on content and, more contentiously, to co-fund thecost of training.The universitys new role, which no longer focuses exclusivelyupon transmitting culture, but transforming it1, presents sub-stantial challenges both individually and institutionally, withpersonal experience and research (Burke et al, 2009), indi-cating that many staff feel out of their depth and threatenedby this new pedagogical model. Conversely, establishmentssuch as Thames Valley University and Middlesex University areproudly positioning themselves as business facing, attempt-ing to widen the institutional focus from individual learners tolearners and employers, effectively repositioning themselvestoward employer engagement. The now defunct Departmentof Innovation, Universities and Skills insistence on improvingthe proficiency of the workforce using higher education as amedium, was further rectified via the controversial FurtherEducation and Training Act (2007). Having recently come intoforce, this bill enables selected English further education insti-tutionstoawardandpotentiallyfranchisetheirownfoundation degrees. Although this initiative could be consid-ered an excellent way of ensuring that everyone has access togoodqualityemployment-basedhighereducation,ithasbeendeemedalarminglydestructivebybodiessuchasUniversities UK and the Milton+ Group, who consider it tobe incentivising competition while also applauding collabo-ration(Fearn,2008,p35).TheUKgovernmentsplantoenable all members of our society access to a progressive flex-ible education is morally sound, but still in its developmentalstages at present. It seems that some policies are attemptingtopacifyeveryone,withtherecentfundingcutstoEquivalentLevelQualifications(ELQ),beinganindicativeexample of what many would describe as the antithesis oflifelong learning.This paper does not intend to pass comment on the rightsand wrongs of this current political climate, but to discuss apedagogical initiative conducted within itthe developmentof a FD in Music Retail Management for the UK Division ofone of the largest musical instrument and technology man-ufacturers in the worldRoland UK. Through analysing andcontextualising the early stages of the project, the authorsaim to formulate a clearer perspective of what the Universityof Glamorgan and Roland UK, in addition to the governmentand the music retail industry, actually require from a FD suchas this. An overview of development of the partnership isthen provided followed by a discussion of the philosophicaldebates and mechanisms currently surrounding the imple-mentation and accreditation of work based learning (WBL).The paper cumulates with the development of a pedagogicalmodel that takes into account the quality issues of both theUniversity of Glamorgan and Roland UK, in addition to gov-ernment policy. This qualification is intended to be ultimatelypertinent to the entire sector, and although this pilot focusedspecifically upon Roland UK, its wider implications will alsobe considered in terms of the need for accredited training forthe music instrument retail industry.Overview of musicalinstrument retail developmentand the case study partnershipAREPORT commissionedbytheNationalMusicCouncilin2003, although written six years ago, outlines some of thereasonswhythedevelopmentofaFDinMusicRetailManagement is so important to the music retail industry. Thereport confirms that the gap in accredited retail training islargelyduetolackofinvestmentbythesector,withProduction, Retail and Distribution of Musical Instruments(sub sector B) and Retail and Distribution of Recording (subsector F) not even been given a percentage of the total 5million the music industry invests in training and education asan entity (Dumbreck et al, 2003). This perceived lack of train-ing in the sector is seen to be juxtapositioned against lowsalaries, high staff turnover, lack of obvious career progres-sion, unsociable working hours and a general concern thatthistypeofemploymentisusedasastopgapuntiltheemployee finds more appropriate employment, often as per-forming musicians (Dumbreck et al, 2003).Ironically, despite the lack of formularised training provision,both degree courses and higher national diplomas/highernational certificates (HND/HNCs) are viewed favorably by themusical instrument retail industry, although uncertainty wasexpressed in relation to postgraduate and vocational courses.However, the report continues to verify the need for a basicoverall (educative) plan that will become a nation-widestandard (Dumbreck et al, 2003, p18). This was given fur-thercredencebytheindustryssupportfortheemergingSector Skills Councils (SSCs), on the condition that the bodystandardiseseducationandtrainingthroughaseriesofnational standards which identify key skills for the sector viaa detailed mapping exercise, and enables the sub sector itselfto address delivery of these key skills (Dumbreck et al, 2003).NationalOccupationalStandards(NOS)havestillnot been formulated for the music retail industry and have there-Development of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 351. This terminology is taken from Warwick (1989), who forecast this cultural change 20 years ago. forebeendocumentedlocallybytheGlamorgan/Roland UK team. The report commissioned by the National Music AcademywaswrittenpriortotheimplementationofCreativeandCultural Skills (CCS), the SSC for the music industry. AlthoughCCS has subsequently made an important contribution togeneric music industry training provision with initiatives suchas formation of the National Skills Academy, music industryspecific Creative Apprenticeships, Creative Leadership pro-grammes, the sector-specific Creative Choices employmentwebsites, and Creative Blueprints skills mapping, its remit isdiverse, including six sub sectors for music alone2.Alarmingly,ayearafteritsformationinMay2008,theNational Skills Academy website still had no educational pro-grammesfullydevelopedafactorwhichmaybelargelyresponsible for the pervasive in-house training courses appar-entwithinRolandUKandtheevolutionofthestrategicpartnership between the University of Glamorgan and RolandUK.Gainingaccesstotheinnerworkingsofanyindustrypartner ultimately requires time and trust, and it is importantto verify that the School of Creative and Cultural Industries(CCI) within the University of Glamorgan already had an exist-ing strategic partnership with Roland UK when this initiativebegan, principally focused through the implementation of arecently launched Music Academy. The first of its type in theUK, The Music Academy was officially opened on April 4,2008 by Roland founder, Ikutaro Kakehashi, who visited theSchool to give the partnership his approval and to receive anhonorary professorship for his services to music.One of the early objectives of the Academy was to work withRoland UK on a music/technology-related programme thatrealistically reflected the needs of the modern music industry,and include substantial and relevant work placement activi-ties. The resultant FD in Popular Music Technology is nowvalidated and is currently recruiting its first cohort in selectedpartner further education colleges. It aims to offer studentsan increasing number of industry-related units that are deter-mined by the host education institution and/or the studentsthemselves.Theprogrammeiscomplementedbyaworkbased strand which accounts for 50% of level 5 study andenables students to interface with Roland UK on a number ofemploymentfocusedlevels.Althoughbothorganisationsaccept the problematic reality of implementing realistic anduseful work placements for a large cohort, current thinkinginvolves local colleges formulating and managing small teamsthat are given real world briefs. Projects will be diverse andintended for commercial release. They could range from thecommissioning of students to compose music that show-cases specific pieces of technology to the organisation andpromotion of Roland Planet Store events. Projects could alsoinclude the authoring of magazine articles on Roland equip-mentorrelevantareasofthemusicindustry,ortheimplementation of podcasts and videocasts intended for theRoland UK web site. It is intended that these initiatives willenable students to focus on both the hard and soft skills soimportanttotheindustry,andprovidethefoundationforlonger term projects such as students involvement in settingup and running Roland Planet TV and radio stations that havethe potential to be streamed online and live in stores through-out the UK. Although these projects cannot be described asworkplacementsinthetraditionalsense,asoutlinedbyBlauciak (2004), this approach can still be very effective interms of meeting the criteria of the Quality Assurance Agency(QAA) benchmark statement and are also congruent to therecommendations outlined in the Higher Education FundingCouncilForWales(HEFCW)commissionedKPMGreport(2003)3. At present, this is the only music FD that has beenco-designed and accredited by a major music industry part-ner,anditsimplementationbegantofosterabetterunderstanding of some of the cultural barriers and method-ological questions alluded to above.Once the concept of this inaugural FD was established, theGlamorgan/Roland team began to formulate a qualificationthat was to be explicitly aimed at the Roland workforce, butonce piloted would eventually be intended for the musicalinstrument retail sector as a whole. Unlike its predecessor,which was largely traditionally delivered in a means congru-enttotheoriginalHigherEducationFundingCouncilforEngland (HEFCE) Core features for foundation degrees (HEFCE,2000)4, this qualification was designed to take advantage ofthe QAAs Benchmark for Foundation Degrees, which explic-itly refers to WBL as an integral part of foundation degreesand their design (QAA, 2004, p4).Implementation andaccreditation of work basedlearning in contextDESPITE thecurrentpost-Leitchrhetoricaroundtherele-vance of WBL, it is important to verify that many universitieshave been responding to the needs of learners in the work-Paul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 362. Composition of musical works and music publishing, production, retail and distribution of musical instruments and audio equipment promotion,management and agency related activities, live performance; recording, retail and distribution of recordings.3. The KPMG report explicitly refers to the need for progressive relationships between higher and further education.4. These core features included terminology such as employer involvement and the application of skills in the workplace.place from both personal and professional development per-spectivesformanyyears.Thisworkhasbeenconductedeither in conjunction with employers, or by direct negotiationwith individuals to develop their specific educational/train-ingneeds(Tallantyre,2008).TheNationalHealthService(NHS)isprobablythemostpertinentexampleofalong-standing relationship with higher education, although thishas been followed more recently with organisations such asTesco, The Royal Navy, Butlins Redcoats, and bed retailerDreams,allhavingdevelopedfoundationdegreestoupgrade what Leitch describes as the: economically valu-able skills of their workforces (Leitch, 2006, p1). The LeitchReport very much emphasises a demand led higher educa-tionsystemthatenablesemployerstoidentifyskills/knowledge shortages that meets the needs of both them-selves and their workforce, and encourages investment fromboth stakeholders in addition to the state. Regarding the precise mode of pedagogical activity under-taken,arecentreportbytheHigherEducationAcademy(HEA) differentiated between professional education andtraining, describing the former as divergent and the latterconvergentinnature(Tallantyre,2008).Thereportpro-posesthedivergentmodeltobemoreimportanttoinnovationandcreativity,encouragingfactorssuchasreflection, analysis, problem solving, creativity, evaluation,and an open-endedness about what emerges from the learn-ing(Tallantyre,2008,p4),ratherthantheoccupationalspecific skills referred to by Leitch. It is proposed that both ofthese paradigms have the potential to work together andare therefore explicitly reflected in the learning models dis-cussed in this paper. It seems logical that inclusion of both isessential for a versatile WBL model that complies with indus-try,academiaandgovernmentpolicy.AstheHEAreportconcludes, professional education is likely to pose more ofachallenge,bothtothelearnerandtheemployer(Tallantyre, 2008, p4), with research pinpointing factors suchas essay writing, referencing, and assignment structuring aspervasive problems (Tierney and Slack, 2005, pp379 378). Discussions with Roland UK so far indicate that at least someof their workforce will require support in these areas. Staffmay otherwise find it difficult to contextualise previous expe-rience and current practice, the two factors that facilitateoneofthekeybenefitsofWBLthemanagementandimplementation of change from an individual and organisa-tional perspective5.When discussing the association of action research and actionlearning, Gregory proposed that the combination may offera relevant way of building on post experiential qualifications,where consumers are looking for educational opportunitiesofferingnotonlyacademicchallengebutenquirydirectlyrelated to the world of work (Gregory, 1994, p41). Gregorycites Elliots (1991) reflective practitioner model of profes-sionalism,andreiteratestheimportanceofprofessionaleducation being:essentially experiential, involving the study ofreal practical situations, with a pedagogyunderpinning the capacity for competent reflectivepractice and where knowledge acquisitionprovides a framework of understanding aroundwhich reflection can build on workplace reality.Gregory (1994, p41)This is reiterated by Romaniuk and Snark (2000), and Willis(2000) who proposes that in contrast to predominantly aca-demicapproachestolearning,actionlearningbasedqualificationsemphasiselearningcentereduponthework-place, ensuring that workplace learning is conceptualizedand placed in an academic context (Willis, 2000, p90). As dis-cussed later in the paper, action learning theory is the meansthrough which the Roland workforce will interface with thetaughtaspectoftheFDinMusicalRetailManagement.Successful implementation of this model will depend on a col-legiate relationship between Roland UK management, RolandUK workforce, and the University of Glamorgan.Tierney and Slack (2005) indicate that employer support is aparticularly important contributory factor regarding the per-ceptions of students interfacing with higher education, withsome stipulating they would discontinue their studies withoutit (Tierney and Slack, 2005, p379). However, financial sup-port is not the only important contribution an employer canmake,withallowancesforstudytime,peergroupunder-standingandgeneralcompetencyoflinemanagersallproving to be areas of discontent for some, and gratificationforothers(TierneyandSlack,2005,p381).ResearchbyRobertson and Yorke (2003) and Tenant et al (2005) reiteratestheimportanceofemployerscompetenciesinfacilitatingWBL, and how poor engagement can have a negative impacton student achievement. This can range from managers sim-ply acting as good role models, to their ability to devise andmonitor appropriate work based assignments, to co-ordinat-ing the tensions and tribalistic behaviour [that] can arise insituations where staff may not want to let go of traditionalworkingpatternstoembracedifferentwaysofworking(Moore, 2007, p161). Interestingly, evidence does suggestthatstudentsonfoundationdegreesarelikelytogetDevelopment of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 375. If this is the case, it will be recommended that students complete one of the short online study skill modules that are available via the University of Glamorgans Blackboard virtual learning environment. employer support, with a recent HEFCE report indicating that78% of part time students obtain some sort of assistance, beit financial or otherwise (HEFCE, 2007, p54)6.RegardingtheimplementationofWBL,Biggs(2003)dis-cusses the substantial evidence that verifies the emergence oflearnings inextricable relationship with the workplace. Whencomparing WBL to more traditional methodologies, he com-ments:As opposed to being the receptors of impartialknowledge, this philosophy accentuates whatthelearner has to do to create knowledge, and that toreally understand a subject area you have to thinklike a physicist, a mathematician or a historian,and that shows in how you behaveBiggs (2003, p37)DespiteWBLbeinglinkedtohigher/furthereducationformany years, this learning is often treated differently by theacademic community, becoming apparent through indicatorsranging from minimal assessment weighting, to the philo-sophicalpositioningoflabellingworkbasedactivitiesastraining as opposed to education (Walsh, 2008). Researchconducted by Burke et al (2009) indicates that many aca-demics are still oblivious to both the philosophical rationaleand the methodological approach that underpins WBL. Theirresearch indicates that both academics and students per-ceived WBL as being about placement experience rather thanabout how these placements generate learning and as aresult, the work-based aspects of foundation degrees are notbeing exploited to their fullest learning potential (Burke etal 2009, p16). The authors also reiterate the importance ofWBL practitioners understanding that the concept of a stu-dent interfacing with their environment to promote learningis not a new concept, having been advocated long ago bycognitive constructivists like Dewey (1916; 1933; 1938) andPiaget(1972;1990)longbeforeWBLbecamepartofthegovernment agenda.It is important to state that the emergence of WBL is impor-tant not only for educating the future workforceprovidingpotential benefits for employer and employeebut also forensuring everyone has equal access to education as part ofthegovernmentswideningparticipationagenda(WelshAssembly Government, 2006). Many full time employees findit problematic to attend traditional university models, andWBL potentially offers opportunities for these members ofour society to (re)continue their educational journey. As out-lined by Walsh (2008, p14), adult learners in particular havevery different requirements of the university than the tradi-tional student and have the ability and life skills to respondto an autonomous rather than a more didactic dependantmodel. She continues:The work-based learners who engage with theuniversity are competent adults who arefunctioning well in their work lifethey have[already] developed a range of skills during thecourse of their life and work experiences.Walsh (2008, p14)WBL seems to provide both a logistical and pedagogical solu-tion for potential students such as these, but if universitiesare to fully offer a rounded educational experience in thiscontext, they need to overcome the extremes of the afore-mentioned education/training continuum. They should alsoensure that staff have an understanding of the basic philo-sophical and theoretical debates surrounding WBL, and thatthey have the managerial skills to assist its implementation.Paul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 38Stage 1Accreditation of prior learningStage 2Accreditation for industry-basedtrainingStage 3Accreditation for work-basedtrainingStage 4Traditional deliveryFigure 1:Diachronic Learning Stages Model6. Financial assistance accounted for 28% of this figure.Development of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 39As suggested by Brennan and Little (2006), perhaps this is anappropriate time to deliberate the institutional processes andgovernmentalpoliciesthatunderpinWBL,recommendingthat academics who intend to engage with employers andworkplace learners can do so on the basis of agreed rules ofengagementandinstitutionalstandards(BrennanandLittle, 2006).Interestingly,theCodeofPracticeForTheAssuranceofAcademic Quality and Standards in Higher Education (Section9) (QAA, 2007) avoids differentiating between work basedand placement learning, clearly stating that as long as insti-tutionshaveacleardemarcationlinebetweenthetwoparameters, they should have autonomy to decide what itunderstands by, and how it will use the terms (QAA, 2007,p4). Work-placed learning is subsequently described as:learning that is integral to a higher educationprogramme and is usually achieved anddemonstrated through engagement with aworkplace environment, the assessment ofreflective practice and the designation ofappropriate learning.QAA (2007, p4)ThisdescriptioniscongruenttoBrennanandLittle,whodescribed WBL as learning for work, at work and throughwork(BrennanandLittle,1996).Forthepurposesofthispaper,placementlearningwillbeconsideredmoreanadjunct to the main programme, whereby a work placementunit provides students with some basic experience of theirchosen industry. Most importantly for this initiative, the QAAreport also alludes to increasing interest in the developmentof work-based and placement learning that is of demon-strable value in its own right but is, at its outset, not plannedasanintegralpartofalargerprogramme/award(QAA,2007,p5).Thisflexibilityisofcourseessentialwhencon-structinglearningplans,atleastforthemusicretailworkforce, as many may only be initially interested in indi-vidualorsmallgroupingsoftheparametersoutlinedinFigures 1 and 2. Initiatives such as Learn Directs Learningthrough Work (LTW), are increasingly displaying the meansby which individuals can negotiate with awarding institutions,learning providers and employers, to develop tailor made pro-grammes developed from their work (QAA, 2007). However,to a certain extent, LTW negates the amount of change tointernal structural capital required by employers and educa-tional establishments if they are to philosophically positionWBLwithinorganisationalinfrastructures.MiddlesexUniversity is an indicative example of an organisation that hasAccreditation for work-based learningAccreditation of prior learningTraditionaldeliveryAccreditation for industry-based learningFigure 2: Synchronic Learning Modellong positioned WBL not as a mode of study, but as an actualfield, with structural capital assets, such as specific WBL pro-grammeleveldescriptors,moduleoutcomes,subjecthandbooks,qualificationawardsandassessmentproce-dures/boards (Garnett et al, 2008). This approach has enabledMiddlesex University to adhere to Leitchs demand led phi-losophybyenablingthelearnertointegratewith,andrespond to, the requirements of the workplace, as opposedto being constrained by the subject-specific factors of a moretraditionalcurriculum.Theseconstraintscanrangefromunsympatheticsubmissiondates,inflexiblemoduledesignand time consuming validation processes, through to the veryunderlying philosophy that describes knowledge as impartedand received, as opposed to formulated through experience.Although the rules of engagement outlined by Brennan andLittle (2006) are currently being refined within the Universityof Glamorgan, the means by which they are implementedwithin industry will probably vary, and the pedagogical mod-els proposed in this paper are indicative of how WBL couldwork within the musical retail sector.Development of a newpedagogical model for jointaccreditationDESPITE being introduced by the Conservative government inthe early 1980s, it is noticeable that at the time of writing,there are no NOS that are specifically designed for the musicretailindustry.CCSarecurrentlyprogressivelydevelopingstandards for the music industry as an entity, with CollectionSocieties and Music Publishing recently concluding a con-sultationperiodwhichendedinMarch,2009.Althoughstandards for the music retail industry are not on the agendaasyet,RolandscolloquiallyentitledKeyPerformanceIndicators (KPI) will be mapped to Independent LearningOutcomes (ILO) that have been specifically developed by theUniversity of Glamorgan and Roland UK, to ensure they haveacademic and industrial relevance. These indicators will even-tuallyformpartoftheprogrammespecification,andarebased on the QAAs Foundation Degree qualification bench-mark, which explicitly outlines the importance of employerinvolvement in their design (QAA, 2004). This will ultimatelyenable the universitys ILOs to be an integral part of Rolandsongoingappraisalandstafftrainingprocess,makingtheaccreditation of company training and of course the accred-itation of prior learning (APL) mechanism more transparent.As already mentioned, the development of the FD in MusicRetailManagementhasalsoprovidedanopportunitytoensure that other philosophical factors from the QAA docu-ment (QAA, 2004) are embedded within its infrastructuralmodel. Particular emphasis has been placed on the inclusionof academic and WBL, continuing professional developmentand lifelong learning, opportunities to progress to other qual-ifications, flexible learning, employer involvement in designand delivery, transparent mechanisms of APL and employerinvolvement in assessment. In order to ensure that the com-petencyframeworksofbothinstitutionshaveacommonlanguage (vertically as well as horizontally), the combinedframework also considers the level descriptors outlined in theCreditandQualificationsFrameworkforWales (CQFW)(Welsh Assembly Government, 2008) in addition to the eightstages of the National Qualifications Framework (NQF), asoutlined in Figure 3. It is accepted however, that if the qual-ification is to become available to the entire musical retailsector, it is essential that NOS are developed as a matter ofurgency, as they form the basis of a dialogue through whicheducationcanworkwiththeentireindustrytofurtherdevelop the type of model suggested in this paper. This hasthe potential to work throughout all eight levels of the NQF,enablingmoreexperiencedmembersofstafftoconsiderpostgraduate qualifications, for example. It is anticipated thatthe merging of KPI/NOS with both the CQFW/NQF and sub-ject benchmarks/ILOs will greatly assist the accuracy throughwhich the Glamorgan/Roland team can ascertain not only theappropriate level to award APL, but also the means by whichfuturetrainingneeds,accreditationforWBLandindustrybased training is conducted.The NOS developed by CCS include themes such as: promo-tion and marketing; research; music evaluation and selection;administrative support; legislation; finance; communication;healthandsafety;sectorknowledgeandawareness;andsales. Several units could easily be adapted for musical retailastheircontentisnotdissimilartotheKPIobjectivesofRoland UK at present. Once the processes that underlie theFDinMusicRetailManagementhavebeentestedwithRoland UK, there will be an opportunity to develop similarparadigms with other creative industry partners within themusicretailsector,andakeyobjectiveoftheGlamorgan/Roland partnership will be to influence both thetimescale and content of future NOS for the sector.A major priority of this initial project was to ensure that theforthcoming award is closely aligned to a model that includesboth skills training and knowledge-based professional edu-cationparameters.Thiswillensurearangeoftraining,learning and assessment opportunities for the Roland work-force. Initial cohorts were provided with (1) accreditation forwhat has already been achieved via accreditation for priorcertificated learning (APCL) and more relevantly accreditationfor prior experiential learning (APEL) protocols (professionaleducation), (2) accreditation for industry based skills trainingthat the organisation is already implementing (training), (3)accreditation for WBL that is already taking place within thePaul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 40workplace(professionaleducation/training),and(4)tradi-tionaldelivery(professionaleducation).Discussionswithcolleagues, at both the University of Glamorgan and RolandUK, concluded that these paradigms could be delivered eitherdiachronically or synchronically depending on factors such asnumber of credits, time restrictions, and organisational pref-erence, as represented in Figures 1 and 2.The stages outlined in Figure 1 could in fact be in any order,although it was deemed logical by the team to determine andacknowledge the credit that candidates already possess priorto considering subsequent work related stages. As stated byEvans (1985): a sense of having achieved something alreadyisthebestmotivationforwantingtoattemptsomethingelse (Evans, 1985, p61). Although there was an expectationthattheentireFDcouldbeachievedfromthefirstthreestages, traditional learning was included in order to takeinto account any omissions in the mapping of the ILOs/KPIs.ResearchindicatesthatWBLdoesnothavetotakeplacesolely in the workplace, but can be implemented via class-roombasedrealworldactivities,asintheFDinPopularMusic Technology (Burke et al, 2009, p30). Precise procedureswill ultimately depend on employer/employee priorities andinfrastructure, and the flexibility indoctrinated into govern-ment policy strongly suggests that academic partners shouldbe able to implement these stages in any order if required.Although development of the FD was initially aimed specifi-cally at levels 4 and 5, it has since become apparent that allmembers of the musical retail workforce could be catered for,as indicated in Figure 3. Postgraduate training would poten-tially derive from individual appraisals, and would be aimedDevelopment of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 41Figure 3: Career Progression Mapped To National Qualifications Framework Position in OrganisationSaturday AssistantFull-time Sales Assistant Head of Department Assistant Manager Store Manager Buyer/Operations Manager Managing DirectorNational Qualifications FrameworkLevels 2 and 3 Potentially taught in local CollegeLevels 4, 5 and 6Bologna 1st CycleBenchmarks and Independent Learning Outcomes derived from TNA and appraisalCert HE 120 Credits (level 4)Foundation degree 240 Credits (Levels 4 & 5)Hons Degree 360 Credits (Levels 4, 5 & 6) Individual or groups of units also be given credit. Levels 7 and 8Bologna 2nd and 3rd CyclePaul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 421st Negotiation Stage (staff appraisal)Detailed negotiation between staff member, employer and UoGIdentification of rationale and reasons for learningMapping of skills against individual/institutional targets, benchmark statements and key performance indicatorsPossible module: The Learning Contract and Programme Planning (20 credits)*2nd Negotiation Stage (staff appraisal)Detailed negotiation between staff member, employer and UoGMapping of progress against individual/institutional targets, benchmark statements and key performance indicatorsLevel 4Students choose from all or some of the following:The learning contract and programme planning(20 credits)*Learning in the workplace (20 credits)Reflection on learning in the workplace (20 credits)Remaining credits may be supplemented by accreditation of in-house training and/or the study of traditionally delivered UoG modulesLevel 5Students choose from all or some of the following:Review of learning and development in the workplace and programme plan (20 credits)Reflection on learning in the workplace (20 credits)Remaining credits may be supplemented by accreditation of in-house training and/or the study of traditionally delivered UoG modulesAccreditation for prior learning (APL) credit or advanced standingOngoing benefit for both the organisation and the workforceFigure 4: Negotiation Stages and Module Choice *This module could be studied pre- or post-APL1specifically at senior staff, while more junior colleagues (lev-els 23) could receive training through local colleges whothemselves work in partnership with the university.AscanbeseenfromFigure4,basedonopendiscussionbetween the individual, management at Roland UK and theUniversity of Glamorgan, the staff member is offered a rangeofmodulestosupplementtheirAPLclaim,withprecisechoices depending on individual profiles in addition to per-sonal/organisational targets. Following completion of the APLprocess,thecumulativecreditofeachstudentisthenmappedtouniversitysILOsinadditionRolandsKPIs,enabling the staff member, management at Roland UK andthe University to position progress against institutional/indi-vidual targets and the quality processes of the FD. The secondnegotiation stage (outlined in Figure 4) is an essential inter-mediary process that enables all parties to reflect on progressto date and re-evaluate targets. This is subsequently followedby staff members being offered an opportunity to study arange of work based units. Depending on the academic andindustrial experience of the candidate, a choice is given whenstudies commence to either complete The Learning Contractand Project Planning module before the APL process or afterit is complete. This largely depends on the number of learn-ing credits a staff member possesses and those with minimalcreditwillbeencouragedtotakethemoduleearlyontoensure they are fully prepared for this type of study.One of the most important factors to consider when ascer-taining the viability of accrediting work based activities atRoland UK, was to be mindful of not imposing higher edu-cation values on industry, and to examine ways in which QAArecommendations could be implemented flexibly but rigor-ously. As outlined in Figure 1, it has been agreed by bothorganisations that APL and accreditation of current trainingwould ideally be placed at the early stages of an academicprogramme, since it is anticipated that this paradigm has thegreaterpotentialtoencouragetheRolandworkforcetoprogress onto more traditionally delivered academic devel-opmentprogrammesifrequired.AsthemainfocusforRoland is to improve the skill base of the workforce, the chal-lengeistoselltheaddedvaluethatahighereducationprogramme delivers.Regarding the accreditation of industry training in the work-place, a recent paper by Graham et al (2008) outlines howthis process could include a simple mapping exercise whereaccreditation of training provision is simply cross referencedtothelearningoutcomesofspecificsubjectsormodules.Indeed, the University of Teeside runs a programme involvingaccreditation and delivery via several academic schools, andthe business nature of the Roland initiative indicates that thismodel may be congruent to our own requirements. Althoughthismodeloffersmaximumflexibility,itwouldrequiredetailed consideration in terms of division of costs, as the cur-rentproposalisforRolandtodeliverthemajorityoftheprogramme, and selected university faculties to accredit andassess.Another relevant accreditation model is that of credit equiv-alence,wherelearningisrecognisedasbeingpartofamodule or award and can be consequently formally recog-nisedbytheuniversityviaAPCLprocedures7.Thistypeofaccreditation is more suited to industry training that is notsufficient to equate to a full or long university award, butafter a period of negotiation equivalent to an agreed amountand level of credit (Graham et al, 2008, p49). Again this is ausefulparadigmforthisprojectasitprovidestheRolandworkforce with the option of continuing their training aftercompletion of the initial in house programmes.A final existing paradigm that could be appropriated into themodel is the academic recognition of continuing professionaldevelopment(Grahametal,2008).BothDerbyandPortsmouth universities have developed shell units that pro-vide a framework through which learning achieved throughconferences,shortcourses,andothertrainingeventscanobtain specific levels and volumes of credit. The linking ofemployertrainingneedsviatheQualificationandCreditFramework for England, Wales and Northern Ireland (QCF) isnow a reality, and indeed when developing the framework,theQualificationsCurriculumAuthority(QCA)havebeenexplicit in the need for improving the development, trans-parency,flexibilityandaccreditationofnewandexistingqualifications(QualificationsandCurriculumAuthority,2007). Indeed the need for organisations to have their in-house training accredited at a national level is also part ofQCAs remit to help establish the UK as a world leader in skillsby 2020, and having compiled the data from a recent surveycarried out in autumn 2007, the organisation have proposedthreeapproachesforemployerstoaccredittheirin-housetraining (Qualifications Curriculum Authority, 2008): (1) Anemployer becomes a recognised awarding organisation andprovidestherequisitestandardofqualityassurancetodevelop and award its own nationally accredited qualifica-tions (Examples include McDonalds, Flybe and Network Rail);(2) An employer works with an existing awarding organiza-tion that designs and awards bespoke qualifications for theemployer and provides the quality assurance; (3) An employerworks with a third party (for example a provider, sector reg-ulator, trade association or professional body) that providesthequalityassurancetomeettherequirementsofthenational qualification system. The second approach is partic-ularly pertinent to this initiative as it enables the employer toDevelopment of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 437. As long as the assessment is a predetermined aspect of the module in question.work with the awarding organisation to convert current train-ing into a nationally recognised qualification that complieswith the QCF. In the case of Roland, this enables the employerto continue to implement training that is relevant and specificfortheirworkforce,leavingtheawardingorganisationresponsible for assessment and quality assurance. However, itis also common practice in the musical retail industry to buyin training from third parties, so the final approach offerssimilaropportunitieswithexternaltrainingprovidersthatservice the industry. This has the potential to give the trainingincreased inter company relevance, and therefore greater cur-rency with the national trade body for the musical instrumentretail sectorthe Music Industries Association.Although the QCA initiative potentially covers all eight levelsof the framework, it is noticeable that many of the employ-ers engaging in the programme use it to provide pre-degreetraining.FoundationDegreeForwardsEmployerBasedAccredited Training, on the other hand, specifically deals withlevels 45, and offers another solution to employers intend-ing to accredit their training provision. As well as offering apreliminary analysis of current practices, Foundation DegreeForward (FDF) also assigns notional credits to the training,acting as an intermediary with the awarding organisation ifrequired. FDFs own research indicates that employers spendhugecashsumsontraining,andthatitishitandmissbecause there is no official recognition of the training, or anyguarantee that it will be carried out in the workplace (FDF,2008, p22).Regardlessoftheproceduresincorporated,itisessentialthat the new FD supports organisational objectives, and thiscan be achieved by implementing a training needs analysiswithinRolandUK,andeventuallywiththeindustryasawhole. This research would provide the opportunity to iden-tify gaps in existing skills, and cross reference them againstfuture industry demands, in order to ensure the workforcehas prerequisite and ongoing knowledge, skills and under-standing.ConclusionALTHOUGH this initiative has offered both the University ofGlamorgan and Roland UK a fabulous opportunity to expandinternal business and contribute to the national agenda, it isimportant to note that the cultural differences between aca-demiaandindustrycanprovidethreatsaswellasopportunitiestoanyperspectivepartnership.Asarecentreport by the Council for Industry in Higher Education indi-cated, historical cultural differences in addition to a lack ofshared practices and often inflexible idiosyncratic learningmethods are only a few of the potential barriers that makepedagogical initiatives between industry and higher educa-tion problematic (Conner, 2007). Discussions throughout thedevelopmentofthisinitiativewithRolandUKhaveattempted to indentify these potential problems and find res-olutionsearlyinthedevelopmentalprocess.Inter-institutional dichotomies such as research versus sales,accredited versus non-accredited, theoretical versus practi-cal and long term versus short term were openly discussed sothatbothpartieswereawareofparticularorganisationaltraits and could consider ways of developing internal rulesand regulations to accommodate each other. Thistranspar-ent evaluative opportunity to question and develop structuralprocesses has been essential, with factors such as realisticfee mechanisms for APL, the development of common ILOsandthemappingofgenericmusicretailjobrolestotheCQFW,allrepresentingpositiveconsequencesofeduca-tion/industrydialogue.Itwasalsorecognisedthatbothorganisations have a need to move into new approaches tothe pedagogical arena, and in the case of the University ofGlamorgan, this is driven not just by the government agen-dasoutlinedabove,butbythedecreasing1824yeardemographic forecast over the next several years.Alongside internationalisation, lifelong learning and wideningparticipation,WBLoffersuniversitiesavalidcontributiontowards a new business model that takes all of these param-etersintoaccount.InthecaseofRolandUK,atrainedworkforce offers an opportunity to be the first music retailorganisation to invest in and educate their staff to a nationalstandard, with the potential of leading the entire industry inthis direction, both in the UK and beyond. Additionally, theRoland Academy Initiative (which includes a growing num-ber of colleges) offers a new way of ensuring that the nextconsumer generation assimilates Roland equipment into theircreative idiolect.TheHEFCE commissionedlandmarkdocument,CreatingALand With Music (Youth Music, 2003), recognised the impor-tance of initiatives such as the Music Academy, complyingwith the QAA benchmark (2004) and Leitch (2006) when rec-ommendingthatemployersformrelationshipswitheducational establishments to investigate new ways of deliv-ering training for the industry. The document also describescurrentcontinuingprofessionaldevelopmentinthemusicindustry as uncoordinated and inaccessible because ofcost, time, or location (Youth Music, 2003, p28). It recog-nises the importance of employers opening themselves to thechallenges of their workforce being comprised of professionallearners, who may be more critical of workplace traditions,and who are interested in suggesting potential change asopposedtobeingpassivereceptors.TheUniversityofGlamorgans partnership with Roland UK has afforded bothorganisations the opportunity to play a small part in the trans-formation of the educational patterns of a specific culturePaul CarrJournal of Applied Research in Higher EducationVolume 2 Number 1 44usic retailwhere, through action learning and research par-adigms, Roland can encourage all of their workforce to beprofessional practitioners, reflectively studying real practicalwork based situations that offer educational opportunitiesand academic challenges. This has to improve productivity ofthe organisation and offer a noticeable change at individuallevel; otherwise it would be a fruitless venture. If academicstaffaretosuperviseWBL,logicwouldindicatethatpro-gressive training will be required, to ensure an awareness ofboth the benefits and mechanisms that underpin it, and per-hapsthistrainingcoulditselfbeimplementedviaaWBLmethodology?As indicated earlier, research by Dumbreck et al (2003) sug-gested that the music retail industry as an entity must investmore into education, but more data is required to clarify howuniversities can refine their regulations to help accommodateindustry costs associated with administrative procedures suchas APL, and how the plethora of government schemes canactually assist specific industry infrastructures. For example, asTrainToGainfundingisnotavailableinWales,researchneeds to be undertaken to examine how the Welsh AssemblyGovernment actually contributes to these sorts of initiativesthrough organisations such as Go Wales, Business Link Wales,FinanceWales,CreativeBusinessWales,andTheWelshAssembly Government Support For Training Scheme.A national standard for music retailing, as called for in theNational Music Council report (Dumbreck et al, 2003), canonly professionalise the industry, as employers will be moreassured they are working with competent and accreditedpeople, and be more inclined to address factors such as lowsalaries, high staff turnover and poor career progressionthat seem so pervasive in the industry. Although a nationalmapping exercise has not yet occurred, this research hasshown that a FD in Music Retail Management can be a real-ity on a micro level and it is hoped, represents an initial steptoward developing a nationally recognised framework ofqualifications for both Roland UK and the music retail sec-tor as a whole.Development of a foundation degree in music retail management: A case study partnershipJournal of Applied Research in Higher EducationVolume 2 Number 1 45ReferencesBeaney P (2006) Researching foundation degrees: Linking research and practice. London, Foundation Degree Forward.Biggs JB (2003) Teaching for quality learning at university. 2nd ed. Buckingham, Society for Research into Higher Educationand Open University Press.Blauciak M (2004) Work placement, work related, in the workplace, simulated workwhat constitutes a valid interpretationof work experience for foundation degrees? 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