1 Summary

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

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.

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.

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 …

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

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).