1. A Flexible Approach to Course Provision “Widening Participation”
Bill Glew
Kingston University Faculty of Engineering
Presentation will be in four sections
INTRODUCTION
EXPLANATION of Masters by LA framework
EXPLANATION OF LEARNING AGREEMENT
SUPPORT & DELIVERY

2. Work Based Learning WBL unit within the Enterprise Exchange
Validation of Masters by Learning Agreement degrees at Kingston U. in March 2002
These degrees are administered outside of the University Faculty Structure
Development of new programmes is handled jointly by the Faculty & WBL Unit
Internally, a set of Masters degrees were validated in March MSc Technology, MA Business, MSc Healthcare
This led to a Board of Study separate from any Faculty.
The field specification + management document is the rulebook for how the courses are operated

3. Numbers & growth In October 2000, there were 6 programmes running
By end of AY 2004/5 – 127 programmes
Enrolled, as of November 2008 – programmes
Target for 2010 – 500 programmes
When I arrived nearly 8 years ago, individually designed Masters programmes were a cottage industry.
The numbers enrolled have grown rapidly. The growth has been obtained by concentrating our efforts on organisations with the potential to introduce us to large numbers of potential students.
At the end of AY 04/05 nearly82% of our enrolled students were in Technology.
By the end of AY 05/06 the percentage of students in technology had reduced to 64%.
From AY 05/06 there was a rapid growth in candidates enrolled from the Business School.

4. Masters by LA framework
Learning Agreement
An individually designed programme specifying outcome(s), activities, assessment criteria and mode of assessment for a series of “modules”
Using the Personal Development Audit
Used to define the bulk of the work-based programme and the candidates receive credit for developing their programme
Initially enrol with a “shell” learning agreement
Just under 60% of programme specified by the candidate
The complete programme goes forward to the University for approval
The learning contract has been developed over a number of years.
The modules are based around what the candidate is trying to achieve within the company / organisation setting.
This could be one very large project that is divided into a number of phases
FEASIBILTY
DESIGN
IMPLEMENTATION
TESTING
EVALUATION
Or a number of projects leading to an overall aim for the programme.
Recent models, as developed with the Engineering Council seek to form a programme around the achievement of competencies. This is the model that we are adapting for the Laing O’Rourke senior procurement group.

5. A Learning Agreement APEL Projects TM APCL Company Courses
Each Learning Contract maybe considered a ‘basket’ in which one or more of the following elements may be contained:
Accredited Prior Certificated Learning (APCL)
Accredited Prior Experiential Learning (APEL)
Taught Modules e.g. OU module or stand-alone course
Company Courses
Projects
The exact composition of each basket will vary depending on the student.

6. Learning not Teaching In general these are SELF-DIRECTED programmes
Academic supervisor provides support throughout
Via , by phone or face-to-face.
Use of a internet for peer support group
You as individuals need to decide IF this type of programme is for you. It will be useful to establish your type and/or your learning style ON AN NDIVIDUAL BASIS at / near the start of the programme to increase your self awareness & enable the University to interact with you more effectively.
Though you will be supported by an academic supervisor throughout, it is important that you form a peer support group, as this has been shown to improve the overall performance of students within an award group.

7. Gateways to the Professions
An Engineering Council Initiative (ECuk)
Providing Flexible Pathways to becoming a Professional Engineer (either CEng or IEng)
Phase 1 - MSc Professional Engineering for CEng
Phase 2 – BEng Professional Engineering (?) for IEng

8. MSc Professional Engineering
The Brand
The same product with different providers
(Open to all HEIs with suitable engineering provision)
The product defined by the Guide
Separate for CEng and IEng
The delivery method is defined by the Operating Manual

9. The Guide Sets the context An ECuk document Applies to all HEIs
Defines the framework elements
Defines the process

10. The Operating Manual An HEI document
Defines the individual HEI processes
The WBL mechanism
Entry requirements
QA processes
Competence mapping
Subject to the Accreditation process

11. The Guide Framework The Elements The Process Work-based approach
Conformity to QAA and UK-SPEC
Entry gateway
Exit gateway
Validation
The Process
The map

12. Work-based Approach
The majority element of the programme must adopt work-based approach.
Allowance for taught elements and APL.
Uses a clearly defined sequence of learning goals documented in a learning contract.
Supported by an academic supervisor and an industrial mentor.

13. Process Map Generic map for all HEIs.
Decision point after entry gateway.
PEIs informed of student & advised of their contract.
MSc demonstrates underpinning knowledge.
Learning contract portfolio provides evidence of competences.

14. Conformity to QAA-M level & UK-SPEC (or PEI equivalent)
QAA M-Level Descriptors
Knowledge
Systematic & Comprehensive Understanding
Originality in application
Conceptual & Critical Evaluation
Skills
Operational
Cognitive
Transferrable
Learning Contract
Work-Based Goals
180 Credits
UK-SPEC
Engineering Knowledge
Problem Solving
Leadership
Interpersonal Skills
Professional Standards

15. Learning Contract Structure
Goal A (the entry gateway) - PDA 15 credits
Goals B to G; student generated goals as per “bucket” slide earlier
Goal H (the exit gateway) – Engineering Dissertation – 60 credits

16. Learning Goal B Goal & Credit Value Learning Outcomes Activities
Assessment
Criteria
Mode of B 15
Level 7
On completion of Learning Goal B, the candidate will be able to:
Analyse the existing maintenance management system (MMS) for its effectiveness
Identify existing explicit and implicit key performance indicators (KPIs) and use them to analyse the current and past performance of the MMS.
Develop additional or more appropriate KPIs for the monitoring of performance improvement
Establish the interrelationship between MMS performance and business performance
Establish business maintenance needs and drivers.
The candidate must:
Demonstrate critical analysis within a general engineering knowledge base.
A company report which details the results of the MMS analysis and investigates causes and effects of business and MMS performance.

17. Reference of evidence from other sources eg workplace
As a Chartered Engineer you must be able to:
Use a combination of general and specialist engineering knowledge and understanding to optimise the application of existing and emerging technology
Competence
Statement
Evidence
Briefly explain how you intend to demonstrated the competence
In which goal?
Reference of evidence from other sources eg workplace
A.1
Maintain and extend a sound theoretical approach in enabling the introduction and exploitation of new and advancing technology and other relevant developments
I will undertake research into, and develop deep understanding of a number of engineering maintenance technologies new to Corus Tubes, such as plant condition monitoring, vibration analysis and Total Productive Maintenance. The knowledge will be used to help configure new improve maintenance strategies. C
During 2006 I undertook a series of technical investigations into the causes of tube end damage of tubes being produced on a stretch-reducing mill. This included a range of data collection and analysis exercises and a series of experimental trials to determine the operation conditions that generated specific types of end damage. As a result of this work the number of tubes being damaged was reduced by nearly 50%, saving approximately £140k per annum.
I will carry out a rigorous analysis of the all the cost associated with both existing management systems and systems that could be used and undertake comparisons with mill performance data to establish correlations and interactions, which will be used to guide system design and selection.
B & C

18. By Geography

19. Years of Experience

20. Qualifications

21. CEng & IEng Enrolment Routes (all subject to individual assessment)
Foundation Degree or
Higher National Diploma
BSc Ordinary Degree
BSc (Hons) Degree
Accredited BEng
(Hons) Degree
Direct onto MSc P.E.
MSc
Tech
MSc Tech
Onto MSc Tech then transfer
to MSc PE after PDA &
PEI approval
MSc Tech or
I.Eng PG Cert
No enrolment 2 4 6 8 10 12
Relevant years of post qualification engineering experience 14
Higher National Certificate

22. Two Types of Candidates
Higher National Certificate
Foundation Degree or
Higher National Diploma
BSc Ordinary Degree
BSc (Hons) Degree
Accredited BEng
(Hons) Degree
Direct onto MSc P.E.
MSc
Tech
MSc Tech
Onto MSc Tech then transfer
to MSc PE after PDA &
PEI approval
MSc Tech or
I.Eng PG Cert
No enrolment 2 4 6 8 10 12
Relevant years of post qualification engineering experience 14
Type 1
Type 2

23. SLLLN Involvement Supported civil engineering development.
1 pilot candidate plus 5 more being sponsored by ECITB
Professional supervisor role
Kingston specific development to widen access to SMEs