A FOCUS ON PROFESSIONAL LEARNING Dr Frances Deepwell & Dr Greg Benfield, Oxford Centre for Staff and Learning Development With thanks for content to Hilary Beale, Faculty of Health & Life Sciences & Mike Laycock, HE Consultant

WHO? AND HOW? AND WHAT?

Who are your prospective students? Currently in work? Looking to change career direction? Innovation workers? Innovation leaders? Academic/researchers? ?? Looking to the course for professional development…?

Who supports student learning… and in what ways? Student Student (self) Other students on the course Course tutor Academic adviser Assessor Line manager Mentor??

Key questions in supporting professional learning Where does responsibility for success lie? E.g. Who is responsible for ensuring a workplace project is fulfilled? Who assesses performance? Who assesses knowledge? What is the balance between workplace and university? Between individual and group efforts? How do the different parties interact?

Factors which impede professional learning Resistance to learning Problems with unlearning poor /outdated knowledge or skills. Inappropriate role models Lack of protected time Life Limited support/feedback What else?

Support and management issues: Scenario The work based learning agreement is completed and the student is half way through the project when management of the team in which the student operates changes. The new line manager tells the student that they must change their role within the organisation, denying them access to the work opportunities required for fulfilment of the project.

ELEMENTS OF ASSESSMENT

Reflective blog – shared with course participants Annotated reflective journal, which review workplace learning through critical incidents Increasingly complex groupwork projects Critical and reflective essay that uses appended evidence of practice to substantiate learning claims Write an answer to a client's question Present a case for an interest group Letter of Advice to.... (about policy, public health matters.....) Prepare a committee briefing paper for a specific meeting Book review (or article) for a particular journal Working up to the high stakes project, or populating the e-portfolio

Working up to the high stakes project, or populating the e-portfolio (2) Draft a research bid to a realistic brief designed to make a specific contribution to the workplace Conference paper (or notes for a conference paper plus annotated bibliography) Presentation Make a video (write script and produce/make a video) Produce a poster Prepare an illustrated manual on using the equipment, for a particular audience Observation/analysis of real or simulated professional practice, or case study You are the portfolio

Criteria for assessing work-based, or scenario-based learning Generic criteria: the achievement of reflective skills; the exercise of professional judgment; the ability to communicate effectively in a range of contexts. the ability to work with others the ability to exercise moral and ethical judgements

Engaging students with criteria Some issues: this might be the first time some learners have studied in this way how can they quickly learn the rules of the game? Some possible responses: Create marking criteria for each mode of assessment: presentations, reflective essays, etc provide opportunities for self- and peer-assessment marking exercises that enable active engagement with the criteria structured opportunities for dialogic feedback

Students personal and professional development how will the course provide opportunities for developing learners self-awareness of their own learning, of personal career and workplace organisational development, and of promoting the skills required at each level how can work-based learners benefit from engaging with the e-portfolio, developing curricula vitae and longer-term development plans?

WHAT IS THE SYLLABUS?

What is in, what is out… Your Course Research methods Project management Managing change Design Sociology Economics ??? Your competitors? Uni of East London: MSc Innovative Technology MSc Innovative Technology Bath: MSc Innovation and Technology ManagementMSc Innovation and Technology Management Sussex: MSc Technology and Innovation ManagementMSc Technology and Innovation Management City: Masters in Innovation, Creativity and LeadershipMasters in Innovation, Creativity and Leadership Eindhoven: Innovation Sciences Innovation Sciences Grenoble: MSc in Innovation, Strategy and EntrepreneurshipMSc in Innovation, Strategy and Entrepreneurship Carnegie Mellon: Masters in Engineering & Technology Innovation ManagementMasters in Engineering & Technology Innovation Management

GRADUATE ATTRIBUTES

What are graduate attributes? These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are ability, dispositions, qualities which enable knowledge gained to be translated into a discipline and work place context. Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs

Why graduate attributes? qualities that prepare graduates as agents of social good in an unknown future. (Bowden et al, 2000) attributes that help prepare our students to tackle the ever evolving challenges facing them during and at the end of their studies (University of Edinburgh)

(Post)graduate attributes Brookes has five graduate/postgraduate attributes, the development of which all courses must support: a) Academic literacy b) Research literacy c) Critical self-awareness and personal literacy d) Digital and information literacy e) Global citizenship What might your postgraduate attributes be?

Brookes Postgraduate attributes a) Academic literacy Advanced disciplinary and professional knowledge and skills moving beyond the emerging professional to becoming an expert member of the relevant community. This should include the ability to engage in current critical debates within the discipline and the ability to communicate complex ideas to both expert and non- expert audiences, even in the absence of a complete set of data. b) Research literacy The ability to design and undertake a research project in the discipline, use appropriate methodology and solve complex problems in novel situations. Awareness of current research within the discipline, and the ability to critically evaluate it

Brookes Postgraduate attributes contd c) Critical self-awareness and personal literacy Demonstrate commitment to continuous self-improvement. To include the ability to lead and organise self and others; take personal responsibility in unpredictable and complex situations; make sound and appropriate decisions; to inspire and interact with others in diverse environments. d) Digital and information literacy The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use. To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities.

Brookes Postgraduate attributes contd e) Global citizenship Knowledge and skills, showing cross-cultural awareness, and valuing human diversity. The ability to work effectively, and responsibly, in a global context. Knowledge of global perspectives on how disciplinary knowledge is represented and understood within other cultures; cross-cultural capability beginning with an awareness of our own culture and perspectives and the development of the confidence to question ones own values and those of others responsibly and ethically; and responsible citizenship, actively engaging with issues of equity and social justice, sustainability and the reduction of prejudice, stereotyping and discrimination.