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Case study: Glyndwr University

Page history last edited by Loretta Newman-Ford 10 years, 11 months ago
Case study: Glyndwr University  Project Information    
Project title  Delivering WBL Improvements (DEWI)  
Start date  May 2012
End date  April 2013
Project URL     
Design Studio URL     
Lead institution Cardiff Metropolitan University
Project Lead Contact Name Stephen Bostock
Contact e-mail address s.bostock@glyndwr.ac.uk
Programme Name Embedding Benefits Category  
Programme Manager Ruth Drysdale    

 

 

1 Summary

Provide an executive summary of your project (max 200 words).


 At Glyndŵr University the project used the WBL maturity toolkit at an institutional level to make judgements about the current provision of WBL and recommendations about how it could be strengthened. The context was that of a developing university employability strategy, and institution-wide review of the curriculum.

 


2  What resource(s) did you package/collate/disseminate for use by other institutions?

This may include:

  • details of the needs of the target stakeholder group(s) and how your project addressed the needs of that group(s).
  • details of any changes/updates made to the resources before they were disseminated and any lessons that had been learnt between this embedding benefits activity and the end of the original project (i.e. prior to the commencement of this dissemination activity)

 

 

 

 

 


3  How did you go about embedding your resources / outputs / outcomes into the wider community?

Give details here of:

  • the story of what you did and how you achieved it
  • how you engaged your stakeholders
  • the project methodology – for example technical implementation, how you went about your evaluation activities etc.
  • any dissemination activities that you undertook

 

 

 

 

 

 


4  What impact has your embedding benefits project had and who are the beneficiaries? Include evidence of impact wherever possible (e.g. survey results, evaluation, cost benefit analysis etc.)

Give details here of, for example:

  • increased awareness of your resources/outputs from your previous  e-learning programme project
  • greater take-up across “non-native” institutions (non-native institutions are institutions not involved as lead or partners in the original project or any subsequent JISC funded benefits realisation activities).
  • how your resources are being used in other institutions / within project partners
  • details of any self-sustaining community of interest that has been formed etc.
  • refer to any supporting evidence documents such as evaluation reports, where appropriate.

 The recommendations that emerged through the use of the Toolkit included having a more strategic oversight and more central support for WBL in the curriculum, which would lead to more opportunities  for learners to engage in WBL, improved resources and support for developing WBL activities, and clear guidelines for staff to work with in relation to WBL.

 

 


5  What outputs has your project produced?

Give details of any additional outputs and resources  that your project has produced that can be used by others, including a link to your code repository where this is applicable. How have they been used in your project and what benefits have been achieved? Ensure you include a link here to your Design Studio (DS) page from where all of these should be accessible, even if your DS page simply includes a link to your outputs.


 The principal output was a report on work-based learning across the institution with recommendations for further development. It was presented to the PVC Learning and Teaching in February 2013 and will be considered by the University’s Academic Committee and Senate in April 2013.

 

The report has informed university strategy for developing WBL and the resourcing it requires. Glyndŵr has many examples of WBL in particular departments and programmes but will move to supporting WBL in all programmes, in line with newly articulated graduate attributes and key skills for employability. Through the leadership of the Centre for Learning, Teaching and Assessment, the development of WBL across all programmes will be coordinated in a new curriculum framework. The project report has also supported resourcing decisions to support WBL.   


6  How will the embedding benefits activity be developed further/sustained?

Give details here of ways in which your resources

  • will be rolled out on a larger scale;
  • has changed practice in ways that will sustained in future developments;
  • has now become embedded within your department and/or institution;
  • has impacted on developments in other institutions
  • and what still needs to be done …

 Through discussion at key committees (Learning, Teaching and Student Experience; Academic Committee) the report has come to the attention of heads of departments and Learning and Teaching champions. It has been fed into the review of the modular curriculum framework and will thus have an institution-wide impact from 2013-14. It is available on the public web site

(http://glynfo.glyndwr.ac.uk/mod/resource/view.php?id=1968) as well as the staff Moodle site

 

 


7  Summary and Reflection

Suggested topics to consider:

  • lessons learned
  • whether you believe the project met/exceeded or failed to live up to expectations;
  • whether you believe the approach could be of value to other institutions/in other contexts;
  • building on this experience, whether (and, if so, how) you will alter your practice further in the future;
  • What are your top tips for others adopting a similar approach?
  • If you were to run this project again what would you do differently?
  • key challenges that were overcome 

 

 

 

 

 


Additional Information for QAA Case Study

 

 

Discipline and occupational field 

 
 

Name of module/programme/course 

 
 

SCQF level (Scotland only) 

 
 

Model of WBL 

 

Can you describe how WBL is integrated into your curriculum? How does this impact on curricula structure and development? It would be useful to estimate the proportion of the curriculum WBL contributes to (100 words)
 

Aspects of WBL covered in case study

(see Notes at the bottom of this page)

 

Please indicate which aspects of WBL you will cover as part of your case study and why you have decided to cover them. These are listed in bold in the Notes at the bottom of this page. You may find that your practice maps against more than one, but you need not cover all of the aspects.  You may find that your provision maps onto several aspects, and we would expect you to cover more than one.  The structure of Work Based Learning Maturity Toolkit has been used to inform the type of aspects we wish to cover. The Notes below give the full list of the aspects along with some prompts against each one.  These have been cross-referenced with the appropriate section in the WBL Maturity Toolkit and are there to hopefully stimulate thinking rather than being prescriptive.    Note if you do cover particular aspects then they should be made explicit in the main case study text where the aspect is discussed.   

 

 

Practice

 

Please describe the practice you are presenting. It would be useful to focus on the ‘how to’ messages that comes from your practice.  

As mentioned above please make explicit reference to the aspects of WBL you are describing.  Include any details that would be useful to colleagues; in particular we are very interested in details about how the practice was developed and implemented. Some questions that might be useful are:

 

  • What were the drivers for the development of the practice?
  • What were the aims and objectives?
  • What did we actually do when delivering these aspects of the provision?
  • What obstacles got in the way and how were these overcome? What was learnt? What helped and how? 
  • Has this practice been evaluated and by whom?  What would we do differently next time?
  • How do you see this practice being developed in the future – what will happen next?
  
 

References

 

Please use the Harvard referencing system.  

 

 

 

 

Notes

 

Aspects of Work Based Learning

  • Quality enhancement and quality assurance – including how employers and employee/students are informed of, and involved with quality enhancement mechanisms, including course feedback (6-3), employer and professional body input into programme approval, validation and programme review (6-3)
  • Staff development – acceptance of WBL by wide academic community as being a valid mode for higher education learning (1-7), development opportunities for staff engaged in WBL (1-7)
  • Working with employers – development of strategic partnerships with employers (2-2 and 5-3), supporting staff to work with employers (2-3), how programme was aligned with employer/employee needs (3-1), how learning outcomes were developed/linked to employer goals and employer input into curriculum (3-9), managing the relationship with employers (4-2), development of learning contracts (4-3), tripartite agreements (2-2 and 5-1)
  • Training and support for employers and workplace tutors/mentors – induction, training courses, involvement in quality enhancement/assurance processes (2-4)
  • Supporting students in the workplace- including access to learning materials and resources (3-10) particularly given employee commitments (4-4), the role of workplace tutors (4-2), the role of academic tutors (4-2), role of institutional support staff (4-4) development of learning contracts (4-3), supporting students with disabilities (4-4), arrangements for supporting students through transitions (4-4 and 6-6), support for study skill development (6-6), tripartite agreements (2-2 and 5-1), negotiating with  learners and employers learner developmental needs  (6-1), support outside traditional term-times (6-4)
  • Development of flexible programme design – could include incorporation of RPL and considering alternative means of accessing the programme (3-5 and 6-3), accreditation of employer provision, or adapting existing modules to better meet needs of a WBL programme/students, reducing the time taken to obtain a qualification, creating learning outcomes and programme structures appropriate for employer and employee needs (6-3)
  • Transition and induction – including issues around managing these for students who may/will be off-campus (4-1), pre-entrance guidance (6-1), induction (6-2)
  • Delivery – How does the programme integrate learning from academia and work?  If this is through reflective learning or PDP how is that integrated with the curriculum? (4-2), could also include integration of RPL (4-2), innovative uses of technology (7)
  • Assessment – means and models of assessment (4-3), use of formative feedback, use of assessment methods that reflect/use workplace outputs/activities and quality assurance implications of these (6-4 and 6-5), use of technology (6-5), how achievement of learning outcomes is evidenced (6-5).

 

 

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