Workplace learning : the student and employer experience Professor Freda Tallantyre, Senior Associate, Higher Education Academy University of Wolverhampton, June 25th 2009

Employability for undergraduates Preparation of graduates to enter employment Vocational and academic curriculum components Incorporation of higher level skills into curriculum Provision of work experience : sandwich placements and other Incorporation of enterprise/entrepreneurship into curriculum Careers guidance Personal and professional development (PDP)

Employer views 81% thought graduates well prepared for work 80%+ large employers thought level 4 good proxy for skills Need more business awareness Need more science/maths combined with ability to work effectively Need better IAG CBI Study, 2008

Lifelong learning “Lifelong learning, by contrast, connotes a world of active learners constructing their own knowledge, and seeking out learning resources as and when they need them, in response to the changing circumstances of life and work.” Ben Knights Director: English Subject Centre Higher Education Academy Academy Exchange, Issue 6, Summer 07, p3

Boud and Solomon, 2001 “Critical reflection is important.. Because it is only through deeper critique that work situations can be improved, workplaces transformed and productivity significantly enhanced. It is about noticing and questioning the taken-for-granted assumptions that one holds and that are held by others. While it can be a discomforting process, it is necessary in all situations that do not involve perpetuating the status quo.”

Web 2 possibilities Constructivist approach : learning effective when active, by doing, undertaken in a community and focussed on the learner’s interests. Blogs : closed to tutor and student or open to peers Wikis : content creation by groups of students Social bookmarking : expansion of initial reading lists, with scope for commentaries on texts Social networking : hosting discussion or project groups and answering queries Immersive technologies : role playing, especially in professional courses Adapted from HE in a Web 2 World, Melville Report, May 09

Motivation for employees and employers Validate and formalise experience Open up opportunities for progression Develop specialist knowledge/expertise Develop practical skills for performance Develop staff knowledge, skills, expertise Support staff retention Extend in-house training Invest in biggest asset

Employee and employer wants Flexibility of content and pace Credit accumulation Convenient location Relevance to work Compatible learning style Reasonable cost Fit with work schedule Minimal release Influence workplace change Link theory and practice

Characteristics of WBL Task-related Performance based or issue led Innovative Strategic and just in time Autonomously managed and self-regulated Self motivated Team based Concerned with enhancing performance Concerned with improving business Learndirect

Benefits to employees Personal Increased confidence Higher aspirations/motivation Raised personal status Greater self awareness Learning to think and challenge assumptions Understanding of specific issues New and enhanced skills Reflection on performance Professional Improved performance Greater responsibility Changed jobs/promotion Salary increase Able to see wider points of view Positive change in ways of thinking at work Reduce stress and increase contentment Able to coach others Professional recognition and membership

Benefits to employers Clearer direction of travel for organisation Develop new/improved policies, standards, contracts Improved quality and service provision Increased innovation More self sufficient employees Positive attitudinal/behavioural change External recognition and prestige

Promoting to employees You can do it! No A levels required Vocational qualifications can get you in. Current experience and quals may attract credit No student debt – learn while earn Emphasis on practical learning Tailored to your needs Support at college and in workplace Personal development bonus Career development Professional recognition Hard work but worth it Nationally recognised quals Springboard to further achievement

Promoting to employers Flexible and tailored to your needs Motivated and highly skilled employees Better qualified workforce Higher staff retention Meets skills shortages Fuels business growth Limits time off job Projects that improve business performance You can help design, deliver Support for mentors and assessors Good value compared to private sector training Direct links to further qualifications, progression and CPD

Employer support Time off to study Use of resources and access to expertise Funding full or part cost Mentors or advisers in workplace Fieldwork with colleagues Opportunities to present findings Designated links personnel to university

Brokerage Could interfere with existing good relationships Often matches employers needs to providers products in supply driven way Traditional TNA does not convey range of flexible support available May not know enough about HE services May have narrow focus on specific needs, rather than developments opportunities May concentrate on the presenting problem, rather than the deeper needs

Large businesses to target are: In competitive product markets Competing on factors other than price Growing in output and/or employment Introducing new products or services Strategic in their training

Case Study : Employer Engagement Get Energy brokers relations of energy industries with training providers and universities on an international basis Convenes strategic exchanges at which all learn about responses to workforce needs and industry developments Compares governmental and strategic initiatives Brokers partnership between business and HEIs, but also HEIs internationally Enables national and regional skills development Operates in business manner rather than academic conference

SMES to target are: In business and professional services Employ professional, technical and management staff Introducing new products, services, technology Undergoing organisational change Introducing new working methods Are exporting Have graduate manager

Case study : Employer Engagement Creative Collaborations : NTU & Broadway Media Centre Predominantly sole traders or micro businesses Nottingham Creative Network – natural networkers - included students, staff and professional employees NTI funding offered small equipment grants as lure Structured conferences around issues of concern, with on-line follow-up Short courses led to p/t MA for creative professionals Research, teaching and practice interrelate and research feeds into courses

Successful programmes for SMEs Critical self-reflection Opportunity to learn from experience of peers Ability to access large firm’s supply chain or network Management skills Networking in cluster Solving actual business problems Using experienced mentors Rooted & contextualised in actual workplaces

Preferred processes Avoid long chunks of text on screen Start with activity, not reading, and use theory to underpin Preference for paper documents rather than on screen Personalised contact at least once a week Rapid response to questions asked 3 hrs per week for study EL sessions between 45 mins and 2hrs Stone and Braidford, March 08, for SSDA

Some implications of recession Graduate destinations eroded and placements impacted Training budgets reduced Traditional professions hit e.g. financial services Unemployment increases and needs to retrain Value businesses prosper Export increases Companies need support to reorient and upskill HE Participation rates increase