RPL in Higher Education – innovative approaches to work based learning

Dr Darryll Bravenboer

Institute for Work Based Learning

Overview

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he Institute for Work Based Learning

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hat is the Professional and Work Based Learning field of study?

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hat are the components of the Work Based Learning Framework?

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ow are Work Based Learning Framework programmes constructed?

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ccreditation for the award of academic credit

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he University Accreditation Board – individuals and organisations

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xternal organisations with accredited learning activity

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alifax Retail Banking Practice programmes

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he importance of accreditation for HEIs in the UK

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ooking to the future…

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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

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ccreditation is the formal mechanism for the recognition of learning that is achieved outside the

University’s validated programmes of study.

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t uses the Middlesex University academic credit framework to evaluate and quantify such learning in

terms of credit points at a particular academic level

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t operates to quality assure the learning outcomes and assessment of education and training activities

delivered by employers and other organisations

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he recognition of learning supports personal and professional development and can be used towards the

achievement of University qualifications

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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

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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

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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

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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

External organisations with accredited learning activity

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

Questions