1 Summary

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

The university has an institutional desire and commitment to embed or further embed experiential, placement and work-based learning opportunities in its FE and HE programmes (for enhancement of the student experience). While this desire is across the board, this JISC-funded project used the work of the UHI Faculty of Arts, Humanities and Business (and, in particular, the work of the Subject Network for Business and Leisure) as a test bed for assessing institutional readiness for such a commitment. As part of the project, the university appraised the universality and equivalence of experiential, placement and work-based learning opportunities in the appropriate subject areas; and it intends, in the future, to more pro-actively communicate these as part of its marketing strategy. The value of the JISC-funded project was ensuring that the university has policies, regulations, strategies, development, support and structures in place to ensure that this projected activity can become an operational reality across all curriculum areas (or identify where it is not, yet - and where further work requires to be done).

The specific project objective was to: undertake self-assessment using, predominantly, Criteria 1 and 2: Institutional Readiness and Faculty/School/Department Readiness.

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)

Resources disseminated to academic partners within the University of the Highlands and Islands (partner colleges rather than other institutions):

1. A curriculum map of degree-level activity in the Business and Leisure area, identifying and highlighting existing experiential, placement and work-based learning.

2. A curriculum plan of degree-level activity in the Business and Leisure area, identifying and highlighting existing embedded employer links and national governing body awards. 

3. A curriculum framework of PDA/HN-level activity in the Business and Leisure area, identifying and highlighting existing work-based learning.

4. A draft curriculum framework for FE-level activity in the Business and Leisure area, seeking to identify existing employers links and work-based learning.

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

The project appraised and tried to align institutional processes in readiness to deliver outcome statements relating to experiential, placement and work-based learning. This was achieved, in part, through an exhaustive series of meetings and discussions; and in part through the construction of a more comperhensive database of activities, links and case studies relating to this area of academic activity. Project methodology was in line with standard UHI processes and made use of many pre-existing committees, working groups, communications networks and institutional structures. Progress was monitored through the Employability Working Group and interim reports and monthly progress updates were posted to the toolkit site. The project was managed through existing faculty and network structures with specific project administration staff appointed to tasks to take forward the objectives and outcomes. The project worked closely with the UHI Careers Centre and Student Enhancement teams, and stakeholder engagement was conducted with academic partner colleges, a range of pre-existing and new-relationship employers, co-project universities and other agencies and bodies. Stakeholders were engaged with regularly through formal and informal meetings, email communication and specific events. Dissemination of the project has occurred within the CAMEL group meeting and the QAA Scotland work based learning forum.

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 primary beneficiaries are internal, as part of the institution itself - students, academic staff, academic partner management and institutional senior management. Impact surrounds streamlined and aligned processes; new and refreshed strategies and operational plans; revised contracts and pro forma; e-learning and virtual learning materials; student support materials; updated databases; and a renewed awareness and knowledge of the issues and interests involved in the area. Initial hopes of an institution-wide benchmarking proved challenging, however, one of the key outcomes has been the raising of the agenda across all UHI subject areas and the beginning of discussions about successful sharing of best practice and case studies.

Through the alignment of policies and processes within the institution, there are also a wide number of secondary beneficiaries - a range of pre-existing and new-relationship employers, co-project universities and other agencies and bodies. Through this and other projects, we are trying to advance the pedagogy and academic literature associated with experiential, work-based and work-related learning. Impact surround clearer definition of employee/employee/student expectations (with associated documentation); increased awareness and alignment of work-based learning related issues e.g. health and safety, insurance, visas; increased marketing and promotion; and shared knowledge with other interested parties and organisation. 

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.

1.   A revised curriculum map of degree-level activity in the Business and Leisure area, identifying and highlighting existing experiential, placement and work-based learning

2.   A revised curriculum plan of degree-level activity in the Business and Leisure area, identifying and highlighting existing embedded employer links and national governing body

      awards

3.   A revised curriculum framework of PDA/HN-level activity in the Business and Leisure area, identifying and highlighting existing work-based learning

4.   A new and more extensive curriculum framework for FE-level activity in the Business and Leisure area, seeking to identify existing employers links and work-based learning

5.   A new institutional Enterprise and Employability Policy

6.   New module descriptors, assessment criteria, e-portfolio and e-reflect activity

7.   New student support documents (including study guides, insurance, health and safety)

8.   New employer support documents (specifically relating to Placement Suite)

9.   New staff support documents/VLE/e-documents

10. New approaches to student preparation, feedback and feed forward

11. New module team members for Placement Suite

12. New opportunities for staff development and networking

13. New employer/professional body links

These are still being implemented, consulted upon and - in some cases - drafted and revised. They are largely internal, however, we have shared some of the outputs with other institutions and JISC co-funded partner institutions.

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 …

UHI will endeavour to take the JISC-funded case study and the learning associated with the project and roll it out further around the institution and its academic partners. That said, there is still an on-going process to embed some of the key case study activities deeper within the existing subject network and institutional structures. As the JISC-funded goals of using the toolkit only part-way address the full institutional aspiration, the learning associated with the project will continue and keep being spread around as wide a base as possible.

Practice has changed institutionally - and discussions one year on are much more joined up than they were at the start of the project. There still requires to be further work to embed this as practice and expand it to its ultimate successful reach. 

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 

The project exceeded expectations and began a large number of very interesting conversations, discussions and debates. The value of using a toolkit to "prompt" ideas and ways of working was exceptionally helpful, as was discussing best practice with other institutional "fellow travellers". We will continue to use the materials in the toolkit well beyond the end of the project and seek to help continue to develop it in a useful manner.

Top tip - don't be frightened by the scope and scale - dip in and out as you see fit (and ignore some bits, if they don't fit!). We would complete the project in the same manner, if asked to do so again. It has proved exceptionally beneficial.

Challenges to overcome - "onwards and upwards" - the institutional challenges of embedding policies and processes across diverse academic partners. 

Additional Information for QAA Case Study

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).