RPL in Higher Education – innovative approaches to work based learning Dr Darryll Bravenboer Institute for Work Based Learning

Overview The Institute for Work Based Learning What is the Professional and Work Based Learning field of study? What are the components of the Work Based Learning Framework? How are Work Based Learning Framework programmes constructed? Accreditation for the award of academic credit The University Accreditation Board – individuals and organisations External organisations with accredited learning activity Halifax Retail Banking Practice programmes The importance of accreditation for HEIs in the UK Looking to the future… Questions

The Institute for Work Based Learning Work Based Learning as a field of study at Middlesex Queens Anniversary Prize for integrating formal education and employment through work-based learning Centre of Excellence for Work Based Learning QAA commendation for work-based learning the distinctive contribution of the Institute for Work Based Learning to the University's portfolio of educational provision – QAA 2009 Middlesex University Organisational Development Network – HEFCE WFD project Higher Apprenticeship development projects Work Based Learning Research Centre Doctorate in Professional Studies (DProf), DProf by Public Works University Accreditation Services – APEL and accreditation of external courses The University Work Based Learning Curriculum Framework Development and delivery of WBL and Professional Practice programmes

What is the Professional and Work Based Learning field of study? When people work they learn and this learning can be recognised formally The Professional and WBL field of study is transdisciplinary yet identifiable Thinking about and trying to understand the work I do Specialise and localise a learner’s own Work Based Learning as the subject of study through the development of reflective practice To develop an understanding of themselves as a professional practitioner Engaging with others that are interested in or effected by the work I do Situate individual Work Based Learning within wider practice contexts through negotiated engagements with communities of practitioners, employers, co-workers, collaborators, stakeholders, clients, academic tutors and others implicated in a specific area of work/practice Developing different and better ways of working Ask intelligent questions about the appropriateness of current work/practices Develop transdisciplinary approaches to work-based learning that support innovation and enhancement of work/practice

What are the components of the Work Based Learning Framework? Review of Learning Reflection on prior learning gained through work/practice experience Situating own work/practice within the wider contexts of the relevant professional field Development of a claim for the accreditation of this learning Professional Development Development of skills for work-based HE and planning own professional development Reflection on the wider contexts of work-based practice and learning Engagement with networks, employers, practitioners within the relevant professional field Practitioner Inquiry Identification of methods of inquiry to inform own and/or others work/practice Inform the planning and developing of projects, inquiries or other work-based activity Identification and critical appraisal of relevant professional and other literature Negotiated Work Based Learning Projects Negotiated learning and assessment to reflect the context of specific areas of practice Address real-life issues to enhance identified aspects of professional practice To promote innovative proposals for work/practice development and change

How are Work Based Learning Framework programmes constructed? Component B A Negotiated WBL Project Module Required for Foundation, Bachelor’s and Master’s Degree programmes Individually negotiated project, inquiry or other work-based activity Component B A Negotiated WBL Project Module Required for Foundation, Bachelor’s and Master’s Degree programmes Individually negotiated project, inquiry or other work-based activity Component A An Approved WBL Framework Programme Agreement Award Title Negotiated Learning Outcomes Specified Learning, Teaching and Assessment strategies Component A An Approved WBL Framework Programme Agreement Award Title Negotiated Learning Outcomes Specified Learning, Teaching and Assessment strategies Component E Other Middlesex University Subject-based Modules Component E Other Middlesex University Subject-based Modules Component D Other WBL Framework Modules Component D Other WBL Framework Modules Component C Accredited Learning Prior certificated and experiential learning, In-company training Component C Accredited Learning Prior certificated and experiential learning, In-company training Required Work Based Learning Framework components Optional Work Based Learning Framework components

Accreditation for the award of academic credit Accreditation is the formal mechanism for the recognition of learning that is achieved outside the University’s validated programmes of study. It uses the Middlesex University academic credit framework to evaluate and quantify such learning in terms of credit points at a particular academic level It operates to quality assure the learning outcomes and assessment of education and training activities delivered by employers and other organisations The recognition of learning supports personal and professional development and can be used towards the achievement of University qualifications A formal recognition that high-level knowledge, understanding and skills exist and can be developed outside of the university

The University Accreditation Board - individuals and organisations Types of activity which can be accredited at Middlesex University Accreditation of external courses or training activity Accreditation of learning from work roles – eg competency frameworks Accreditation of prior and experiential learning (APEL) of individuals The University Accreditation Board for individual APEL claims APEL claims are assessed and a recommendation for the award of credit is made to the Board External Examiners sample assessed claims The University Accreditation Board for external activity and courses Accreditation proposals are assessed with a recommendation to the Board External Examiner oversees the process of the approval of accreditation proposals Assessed work is moderated by the Accreditation Link Tutor and sampled by an External Assessor (if level 5+) Pass lists for accredited external activity approved by the Board

External organisations with accredited learning activity Academy of Executive Coaching Anticoagulation Specialist Association ARC Security Management ARNI Trust ASDA Association of Muslim Schools Barnet and Chase Farm Hospitals NHS Trust Barnet and Chase Farm Hospitals Barnet Children's Service Bobby Moore Associates Camden and Islington Foundation Trust Canine and Equine Physiotherapy Training Care Quality Commission Centre for Coaching Concord Prison Trust Concord Trust Consalia Ltd CTC Aviation Group Dyslexia Action East London Mental Health Training Partnership Enfield Mental Health User Group Getting Better Global Training Consultancy Grief Encounter Project Halifax Bank iCoach Academy Institute of Animal Technology Key Times Professional Development Lane4 London Theological Seminary Ming Ai MITIE Total Security Management National Outsourcing Association Recovery In-Sight Renful Technologies The Coaching Centre The Society of Musculoskeletal Medicine The Wellcome Trust Value Projects VIA Partnership

Halifax Retail Banking Practice programmes Negotiated WBL Project module – 60 credits at Level 6 Journey in Practice 30 credits at Level 6 Additional WBL Project activity 30 credits at Level 6 Negotiated WBL Project module – 60 credits at Level 7 Journey in Practice 40 credits at Level 7 Additional WBL Project activity 20 credits at Level 7 Advanced Diploma Retail Banking Practice Postgraduate Certificate Retail Banking Practice

Halifax evaluation of business benefits Branches where the accredited programme had been implemented were performing 9.8% better than others. Converted referrals were 10% higher on average ‘Net Promoter Score’ of customer service quality – increased by 40% Managers who undertook the programmes improved performance more quickly in the context of a change in working practices A highly motivated workforce “these qualifications and the learning being generated are highly motivational and are offering colleagues who would otherwise not have the opportunity, the chance to earn a recognised professional qualification.” Halifax Learning Development Team “I got a great sense of satisfaction and…this has helped me change the way I run my business. More focus is now on developing and leading rather than delivering messages. I am very grateful that the company supported this programme’ Halifax Branch Manager “the completion of stage 3 has made me look at the company in a different way. I feel I owe the company something in return and I am now much more of an advocate of Lloyds Banking Group” Halifax Branch Manager

A culture of reflection and learning “A great success has been the realisation by many of the learners of the great value of reflection in improving performance. Halifax is a very fast paced organisation and typically colleagues struggle to build in time to reflect, often not seeing its value. This programme has opened many learners’ eyes to the benefit of reflection in their work.” “The Reflective Learning Statements which sit at the core of the learning process have transformed the thinking styles of the Halifax colleagues” Halifax Retail Bank Learning Development Team “At times I have felt I have almost been detached as a manager from my branch. This has helped me see the branch from a different perspective. Through my research I have gained a much greater knowledge of the area and the opportunities and threats to my branch’s growth.“ Halifax Retail Bank employee

Lifelong learning opportunities for individuals supported by employers “I felt immense pride that I had been given this opportunity to study and gain an academic qualification which would support me in my role and the work I do every day. Looking back, all the time, effort and commitment that was needed has paid off. I took such pride in having my family members with me at the graduation ceremony to receive my diploma” “I joined Halifax straight from college and to gain a qualification from a university, whilst carrying out my day job, is a fantastic opportunity. The added bonus being it will also prepare me for the year ahead with the Business Plan I will create as a result!” “I think it’s wonderful that as an employee, we have an opportunity to gain a qualification with no cost to ourselves.” Halifax Retail Bank employees

The importance of accreditation for HEIs and the UK Employers can contribute to the long-term culture change required to promote greater investment in higher-level learning for their employees. A key driver supporting such a change is the explicit shift in the recognition of the knowledge and skills that exist within the workplace. That universities do not have a monopoly on knowledge production. RPL provides a means through which universities, employers and other organisations can collaborate as equal partners in the promotion of higher level learning opportunities. Collaborative approaches to higher learning development are not a threat to ‘the core purpose of universities’ but could provide a way to create the expectation that it is an entirely normal aspect of working life.

Looking to the future… The context An unsustainable public loan book, employers to the rescue? The Russell Group shuffle – ‘academic excellence’ not WP The disincentive for implementing RPL HEFCE now have a skills policy! Apprenticeships Apprenticeship Standards – 40%+ at HE level The role (or not) of qualifications Public 2:1 Professional bodies and professional competence The potential impact of RPL University-business collaboration as equals in opening opportunities for learning Recognition rather than gate-keeping Lowering the cost of delivering HE through RPL

Questions