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What use is academic credit to employer organisations? Academic standards and real world competencies Mrs Wendy Fowles-Sweet Dr Marie-Annick Gournet.

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Presentation on theme: "What use is academic credit to employer organisations? Academic standards and real world competencies Mrs Wendy Fowles-Sweet Dr Marie-Annick Gournet."— Presentation transcript:

1 What use is academic credit to employer organisations? Academic standards and real world competencies Mrs Wendy Fowles-Sweet Dr Marie-Annick Gournet

2 Why do we need/want credits?

3 The use of credit to employers 70% of employers screen applicants based on their grades University’s reputation remain deciding factor Having relevant experience (programme/in a work place).

4 Tap into the talent within Wide range of learning opportunities –Relevant learning Distinctive learning needs (study hours, methods of assessments, educational/skills levels, course length, attendance patterns) Credits/units combination

5 Academic Credit / Employers Engineering Career and Capability Development Framework Framework: Module Gatherers Work-based Assessment Employer sponsored At entry, students already professionals in their fields A range of modules to enhance existing specialisms Overview of several subjects, technical and business “Generalists” able to lead and integrate teams and projects

6 Academic Credit / Employers Engineering Career and Capability Development Framework Example 1: Credit Recognition for the Individual “Generalist” Attended a Quality Assurance module. Assessment required student to return to workplace and enhance quality aspects of the business process Student created a Quality Assurance system for his entire organisation, based on the methodologies from his academic learning. High mark, achieved Master’s level credit: company was assured the academic reasoning was sound and the approach identified was workable, so approved roll-out of new system within three months.

7 Academic Credit / Employers Engineering Career and Capability Development Framework Example 2: Credit Recognition for Workplace Experts Company with proven expertise created an Air Safety training course Approached UWE to quality assure the course UWE provides mentoring, learning facilitation and assessment opportunities – determined the training course (and assessment) was equivalent to 15 master level credits Company has: –Its expertise recognised by QAA standards –Strong links to academic support and development –Ability to identify UWE links as part of its tendering process to customers UWE has a new supply of experts and a course it could not otherwise provide

8 Academic Credit / Employers Engineering Career and Capability Development Framework Example 3: Company’s Demonstrable Professionalism Strategic Capability development Opportunity to develop staff from a range of backgrounds, e.g. Apprentices, ex-service personnel, with non-standard academic backgrounds Map both professional and company competencies to a study programme, which uses credits to show output standards Link output (learning outcomes) to impact on company bottom-line Be seen as an employer offering career progression to individuals Peer recognition as a highly professional organisation “Credit” equivalent to “Certification”

9 Academic Credit / Employers Engineering Career and Capability Development Framework Professional Institutions require: Demonstrable work experience Experiential and academic portfolio of evidence Framework: Professional Development module links directly to Institutions’ “Further Learning Contracts” – individual bespoke study plans to gain the professional recognition required, as shown by credit achievement Maps all module learning outcomes to Institution’s competencies, e.g. UK-SPEC, to aid students’ (and organisation’s) study choices All assessment is work-based, ensuring evidence of learning is achieved

10 Academic Credit / Employers Engineering Career and Capability Development Framework Therefore, Academic Credit: Provides an academic quality assurance of the learning material Rewards assessment conducted in the workplace to show the learning and impact achieved Assures organisations that at any given level, there exists a common structure for measuring learning Enables the mapping of module learning outcomes to professional competencies at each level.

11 RefUS1mUS2mUS3mUS4mE1mE2mE3mE4D1mD2D3D4mD5mD6S1mS2mS3S4S5P1mP2mP3P4P5P6P7P8m UFMF97-15-M √√√√√√√√ UFMF77-15-M √√√√√√√ UFMFYA-15-M √√√√√√√√√ UFMF7B-15-M √√√√√√√√√√√√√√ UFMF9B-15-M √√√√√√√√√√√√√ UFMEE8-15-M √√√√√√√√√√√√√ UFMF3G-30-M √√√√√√√√√√√√√√√√√√√√√ UMSCD5-15-M √√√√√√√√√√√ UFMF73-15-M √√√√√√√√ UFMF74-15-M √√√√√√√√√ UFMF75-15-M √√√√√√√√√√ UFMF76-15-M √√√√√√√√√√√√√√√ UMSD83-15-M √√√√√√ UFMF78-15-M √√√√√√ UMOCBA-15-M √√√√√ UMSCD4-15-M √√√√√√√√√√√√ UFMFYD-5-M UFMFAB-10-M UFMFBB-15-M UBIMEX-20-M UBIMF4-30-M UBIMEY-40-M UBIMF3-60-M UFMED4-60-M √√√√√√√√√√√√√√√√√√√√√√√√√√√ UFMETM-60-M √√√√√√√√√√√√√√√√√√√√√√√√√√√ UFMF8B-15-M √√√√√√√√√√√√√√√√√√ UFMFCB-15-M √√√√√ UFMFDB-15-M √√√√√√√√√√√√ UFMFEB-15-M √√√√√√√√√√ UFMFFB-15-M √√√√√√ UFMFT8-15-M √√√√√√√√√√√ UFMFGB-15-M √√√√√√√√√√√ UFMFHB-15-M √√√√√√√√√√√ UFMFJB-15-M √√√√√√ UFMFKB-15-M √√√√√√√√√√√√√√ UFMFLB-15-M √√√√√√√√√ UFMFMB-15-M √√√√√√√√√√ UFMFNB-15-M √√√√√√√√√√√√√√ UFCEPN-15-M √√√√√√√√√√√√√√√ UFMFQB-15-M √√√√√√√√√√√√√ UFMFA9-30-M √√√√√√√√√√√ UFMF3H-10-M √√√√√√√√√√√√ UFMF3K-10-M √√√√√√√√√ UFMF4R-10-M √√√√√√√√√√√√√ UFMF3Q-10-M √√√√√√√ UFMF3M-10-M √√√√√√√√√√ UFMF3N-10-M √√√√√√√√√√ Benchmarking to UK-Spec (Engineering Accreditation Board):UK-Spec (Engineering Accreditation Board): Specific Learning Outcomes Matrix for Modules in the Engineering Capability Development Framework

12 Academic Credit / Employers Engineering Career and Capability Development Framework Does anyone have a similar practice? What issues would you foresee in your higher education institution in the development of such a flexible Framework?

13 Academic Credit / Employers Engineering Career and Capability Development Framework Challenges: Programme Approval Process –Identifying and involving all key stakeholders University Systems –Student records for module gatherers –Financial arrangements – employers pay rather than individuals –Timetabling – semester-based delivery not recommended –Price / Cost

14 Academic Credit / Employers Engineering Career and Capability Development Framework Challenges: Academic Support –Fitting into workload concentrated on Undergraduate provision –Finding interested academics to work with organisations to provide lifelong learning opportunities –Academic Career Progression – what good is such business development to academic profiles? Marketing –Gaining business intelligence to focus framework development –Building organisational relationships to achieve lifelong learning –Marketing material which clearly explains such a flexible approach......

15 Academic Credit / Employers Engineering Career and Capability Development Framework Conclusions Credit from the perspective of professional development –Bespoke approach to organisational as well as individual development –Value in transferable knowledge exchange, within the academic support structure –Consistency of competency at local, regional and global levels


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