Learning from work- based learning – a case study of the FD Travel Operations Management Caroline Wiscombe Peter Robinson

Objectives of today’s presentation  Critically evaluate the scope of innovative practice in the FD TOM  Define and articulate what is meant by ‘employer engagement’  Look at the FD TOM development from lessons learned, the product, and challenges in the developmental process  Analyse relevant messages for employability and critique the employer agenda  Examine stakeholder views; student and external examiner  Critically evaluate the role of current issues in widening employer engagement  Draw some conclusions for employability agendas

Innovative Practice  Defined by Fleming and Cantwell (2005); includes ICT, blending of tutor delivered and remote study and teaching, learning and assessment that are underpinned by subject based and pedagogic research.  Partnership between three HEI’s under an umbrella brand; UKTEP (United Kingdom Travel Education Partnership)  Wide consultation between and with employers  Work based learning and assessment

“Employer Engagement”  Definitions  Importance of Employer engagement  Employer engagement in practice  Issues in Employer engagement  Employer engagement in FD development Russell, 2007; DIUS, 2008

First FD - Lessons Learned  Needed employers to commit rather than approve the development  Partnerships in HE or FE would spread delivery load and offer greater accessibility  Block delivery not working; include more distance and e-learning  Needs to be integral part of curriculum development to create ownership and drive for success

The product  Induction on site  Teaching, Learning and assessment via E-portfolio  Study days  Personal tutoring via , through the portfolio and by telephone  Delivery and development shared equally by three HEI’s 

The Development process – challenges faced  Resources for planning in such a diverse framework  Partnership between three HEI’s; cultural diversity  Decisions on the form and scope of the programme – TSL platform  Resources for development (Human and Technical); Subject specialisms and IT specialisms  Regulations agreement between the three HEI’s  Agreement on the validation method  Charges and financial agreements  Sector Skills frameworks  Levels of personnel involved and gaining agreement ‘up the line’  Materials development  Costs of TSL training and ongoing development  Changes of personnel and transitions  Coaching and mentoring; lip service, resource  Management of ‘change’; inter department, school, university

The Development process – challenges faced; relevance for development of employability  Working with Industry…….Time frames, culture, levels of interaction, networks, strategic development, demand for what they want….’I don’t care what the issues are this is what we want!’…can HEI’s adjust to this?....speed of adaptation necessary  True work based learning; ongoing adjustments and changes to core programme based on application in workplace; incredibly difficult to know how this would work till it began

Employability agenda?  Focus of TUI on getting right content for them – lip service to widening arena for graduates  Support in the workplace  Continuity of employment both in current economic climate and with other factors  Development of wider employment framework

Student view  “I was in a dull HR meeting the other day and I suddenly realized how applicable my studies were to the issues being discussed” (Retail Manager)  “All students feel the content is excellent and very relevant to the workplace. They would like more opportunity to see each others progress - but appreciate the limitations of a distance learning course” (Student Forum)

External examiners views  Good assessment regime  Right blend of teaching, learning and link to relative assessment  “true spirit of FD”  “a truly balanced programme”  “enhanced student experience is being developed well”  Innovative and well developed assessment for work based learners

Current issues in widening employer engagement  takeover by fDf  Employers are interested but not providing students  Employers wanting their own focus e.g. RCC; detracts from core national product  Delivery mechanisms; moodle rather than pebble….  Economic climates

Conclusions  Even in this supposedly perfect FD development employability is tested in a number of ways  Employer engagement is fragmented – the glory boys  High jacking by in-house academy  Commitment to future cohorts is questionable……

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