Gawaine Hogg

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UVAC Annual Conference 2007 Work Based Learning
in Sport Development Higher Education Working
in Partnership with Local School Sports
Partnerships to enhance student employability

• Gawaine Hogg Andy Pope
• 9th November 2007

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Introduction

• This presentation seeks to identify how an
  alternative method of learning through Work Based
  Projects can be applied to aid student
  employability
• The programmes outcomes were to
• find a fit for purpose process that could do
  this and in turn deliver
• A curriculum to aid student employability
• A model for formalised partnerships between the
  institution and industry providers

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Introduction

• The determinants of student employability are
  likely to be multi-factorial. Whilst some of
  these variables will be out of the control of the
  University it may be able to aid employability by
  how it delivers its curriculum.
• Most University curriculum is delivered on site
  and class room based therefore the majority of
  data and experience relates to this mode of
  learning.
• The recent partnership formed with the Ebor
  School Partnership highlighted the strengths and
  needs of structuring the learning experience in
  order to enhance the students employability
  skills.

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Rationale SSP Needs

• Access to quality research resource
• Time and Expertise that does not exist within the
  partnership
• SSP provided with effective diagnostic by which
  to effectively plan

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Rationale Local authorities experience of
graduate sport applicants

• The importance of Experience and Employability
  Skills
• This lack of Experience has meant the recent
  current trend of applications from students
  (including 1st class honour students) received by
  the Sport and Active Leisure department (SAL)
  showed a drop in standard which has led to
  unsuccessful applications for an interview

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Rationale Piloting for change in Undergraduate
Curriculum Delivery

• Review of Degree Programme to include Greater
  Provision for Work Based Learning/Projects
• Underpinning key partnership (s) with industry
• Providing a structured review of the processes
  involved in providing such a provision.
• Reducing the risk element
• Highlighting Good Practice

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Current Delivery Models
Model 1 Student and Employer
Student
NLA
Employer
Student
Assessment
Curriculum Designer
Model 2 Student and Curriculum Designer
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Making it WorkProject Delivery Model
Recognising the importance of Partnerships Recogni
sing the importance of inter relationships of
the proposed partners
EBOR SSP (WBL Provider)
Student
YSJ University (Programme Provider)
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Making it Work The Project Designing the
Curriculum Consultation

• Highlighting the need/role for the employer to
  support the HEI in making a success of the
  programme deliver

Design Delivery (Work Based Project)
Integrating academic and work-based
learning (Aligning the Project with the
assessment requirements)
Employer engagement in Programme Design (Ebor
School Sports Partnership PDM)
Satisfying the needs of employers (YSJ working
with the SSP-negotiating with the Head teachers
Heads of PE)
Skills and knowledge relevant to
employment (Dissemination of skills and knowledge
from PDM and staff (SSCOs PLTs)
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Recommendations for Integrating such an approach
into the Undergraduate Programme

• Recognise Best Practice from current pilot
  between YSJ Ebor Sports Partnership
• Curriculum Design not to be narrow
• Future course/module design and development is
  shared between different partners e.g.
  educational providers, professional bodies
• Recognising Different Outcomes Assessment not
  always the only benefit? Identify the soft
  outcomes especially in Level 1
• - Attitude counts
• - Customer satisfaction important reflection
  occurs on the Positive Impact that has taken place

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Making Learning HappenEducating the Curriculum
Designers
Active Experimentation Student work as
consultancy group to design an appropriate
feedback report to capture the project experience
Concrete Experimentation Student individually
completes a feedback form relevant to their own
project
Abstract Conceptualisation Curriculum Designers
link the findings from the feedback to the design
of following curriculums
Reflection Observation Curriculum designers
collate and analyse student feedback process
Adapted from Kolb (1984)
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Evidence of Success
A Finishing Point A Good Experience can have
such a Positive Effect