1. Labyrinths of Lifelong Learning:
A Cocktail of Social Mobility in Higher Education
Presentation by
Wendy
Fowles-Sweet &
John Barker
June 2017

2. Institutional Context
UWE 2020 Strategy:
Practice-Oriented Learning
Widening Participation
Inclusivity Widening Participation Strategy
&
Enterprise Delivering Enterprising and Employability attributes
Environment where difference is valued to enable
socially transformative graduates

3. Lifelong Learning Ecosystem Sustaining Professional Development
Tactical Approach
Lifelong Learning Ecosystem
Undergraduate personal and professional development for employability - Placements
Career Long Education – Integrated Professional Development
Sustaining Professional Development

4. Professional Sustainability*
Applying your capability and having impact
This academic qualification
Academic Skills
Professional Capability
Learning
Society
Raw material
Entry into Service
Lifelong Learning (modification)
Individual
Impact & Innovation
Market
Interests
Professional Competencies
Professional Development
Wanted by employers now
Where you apply your capability because of motivation
Career Plan
Future Updates & Changes
Rewarding Career
Learner
* Wendy Fowles-Sweet / Robert Sheffield 2017

5. How: Encouraging Work Experience
Professional Development Engagement at every level 0 – M:
Students mature at different rates
They have different starting points
Level 1 and Level 2 – encouraging internships /placements
Awareness of Social Capital and Mobility
Link Professional Development with Assessment
Continue into Level 3 – projects and employability: Graduate Attributes
Engage academic and professional services staff (e.g. Careers)
Encourage lifelong study
Staff awareness and buy-in
Student demographics
QA via assessment
Professional Body Accreditation

6. How: Professional Development Awards
Work-based learning at core of awards
Flexibility within the programme allowing students to pick ‘n’ mix module choice
Build a portfolio of professional skills and accompanying academic credit as the individuals career progresses – no limits on time
Negotiated Learning Plan develops over time
Allows competency development in partnership with employer / employee – e.g. Wiltshire Air Ambulance / Critical Care Passport
Emphasis on work-based learning drives innovation for organisation and individual
Flexibility to be responsive to employers
Integration of WBL in UG learning

7. Why: Educational Integrity
Theoretical underpinning of skills
Supported by demonstration of competencies
Enabling capability within both the academic and professional environment

8. Workshop: Group Discussion 1
Please answer the following question:
What do you think institutional identity of Work Based Learning is?
Five minutes of discussion and then feedback.

9. Workshop: Group Discussion 2
Please answer the following question:
Are placements:
work based learning
practice-based learning
something else entirely?
Five minutes of discussion and then feedback.

10. Workshop: Group Discussion 3
Please answer the following question:
Are the connections within UWE strong enough between these areas of vocational learning?
Five minutes of discussion and then feedback.

11. Conclusions
These issues have impact on existing programmes and future activities, including Degree Apprenticeships. 
What should the institutional model be that differentiates us in the market?