Centre for Enhancement of Learning and Teaching

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Foundation Degrees An example of managing
curriculum change for effective work based
learning outcomes

• Sarah Flynn, Senior Lecturer Work Based Learning
• 44 1707 281084 / s.j.flynn_at_herts.ac.uk
• Indra Jones, Assistant Director (Learning and
  Teaching)
• 44 1707 285917 / i.jones_at_herts.ac.uk

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University of Hertfordshire Context

• Strong recruitment in the county, the capital and
  across East region
• Hatfield Polytechnic since 1969
• University status in 1992
• Expanded in September 2003, 120m new campus with
  a 15m Sports Village
• Over 20,000 students
• Overseas campuses in Malaysia, China and Greece
• Hertfordshire Higher Education Consortium with
  the four further education colleges in county

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Why did the project arise?

• WBL high on agendas of UK Government through
  HEFCE and the Quality Assurance Agency
• Expansion within the University of programmes
  with substantial and compulsory work based
  learning components
• therefore
• University Learning and Teaching Strategy
  2002-2005 stated commitment to this area
• Learning and Teaching action plan for 2002-2005
  Section 17
• Establish guidance for the supervision, and
  assessment of work based learning
• Impetus was the rapid introduction of a portfolio
  of the new foundation degree qualification

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What are foundation degrees?

• HE intermediate level vocational qualification
• Equivalent to years 12 of an Honours programme
• Flexible and vocational routes into higher
  education
• Initiated by Government in a drive to address
  skills shortages
• Enable employers to have access to a more
  educated and innovative workforce, and to compete
  more effectively
• Build stronger links between learning and working
• Since their introduction in 2002 at University of
  Hertfordshire, 21 programmes have been running
  with five delivery partners and another 10
  programmes due to start in September 2007

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What are foundation degrees?

• Accessibility
• Usually delivered in partnership
• Articulation Progression
• Must offer progression to honours
• Flexibility
• Mode / method of study
• Employer Involvement
• Design, development and regular review
• Must integrate work study
• Compulsory work based learning

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What was the change strategy?

• Foundation degrees delivered in partnership
• Academic quality rests with the University
• So
• Initial plans were for the partners to engage
  with the University to learn from our good
  practice and historic reputation for vocational
  education
• But
• Bringing people together made it clear that there
  was much to be shared, and learned from each other

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What was the change process?

• Adopted roles as change agents, a change
  management process from the start
• Appreciative enquiry process important, to
  recognise current practice across the disciplines
• Opportunity to share good practice and to
  innovate in curriculum areas new to WBL or
  reluctant to use WBL
• Inter faculty groups working on SEEC guidelines
  as an audit instrument to examine current
  practices and hurdles
• Programme level analysis, faculty level comparison

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The audit instrument

• Are we giving credit to WBL or work?
• How to we address the diverse range of knowledge
  and skills possessed by learners at the start of
  WBL?
• Do we / how do we locate the outcomes of WBL in a
  framework of levels and standards?
• Do we promote and negotiate the programme of WBL?
• What support do we provide for stakeholders?
• How do we encourage critical reflection
  on/of/through WBL?
• How do we document the learning so that it can be
  assessed against the framework of levels and
  standards?
• How do we monitor and review effectiveness of
  supporting policies and practice?
• (Adapted from SEEC 2003 Notes for Guidance on
  Work Related Learning)

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The challenge?Bridging the practice / theory gap

• Foundation degrees raise this issue to the
  forefront
• How do we embed the theoretical domains of HE
  curriculum practice in the well established WBL
  of our partners?
• How do we embed practice into the theoretical
  domains of well established curriculum practices
  in HE?
• Mismatch between taught content and practical
  application
• Lack of attention in interweaving?
• Tacit knowledge and practical wisdom rather than
  theory?
• Theories in use / espoused theories guide
  practice?

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Managing the change process

• Appreciative enquiry was a democratic approach
  allowing colleagues not just to engage but to
  lead and steer
• Engagement was high a participative approach is
  important when working with autonomous academic
  colleagues for true acceptance and momentum
• Group made the recommendations and deduced that
  the original aim was unrealistic.
• Renewed commitment to quality, increased
  communication and respect between FE and HE
• Resistance was lower than anticipated, and has
  been further reduced by the collective decision
  making of the group rather than imposed decisions
  from the change agents

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Reflections and conclusions

• A WBL best practice guide in production
• Based on SEEC precepts and the QAA Code of
  Practice for Placement and WBL (soon to be
  released following revision)
• Includes local good practice and national
  examples
• How to
• Signposts
• An area of gathering interest at the University,
  a combined agenda to look at the curriculum
  aspects of
• Employability
• WBL
• Entrepreneurship