A Flexible Approach to Course Provision “Widening Participation”
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1 A Flexible Approach to Course Provision “Widening Participation” Bill GlewKingston University Faculty of EngineeringPresentation will be in four sectionsINTRODUCTIONEXPLANATION of Masters by LA frameworkEXPLANATION OF LEARNING AGREEMENTSUPPORT & DELIVERY
2 Work Based Learning WBL unit within the Enterprise Exchange Validation of Masters by Learning Agreement degrees at Kingston U. in March 2002These degrees are administered outside of the University Faculty StructureDevelopment of new programmes is handled jointly by the Faculty & WBL UnitInternally, a set of Masters degrees were validated in March MSc Technology, MA Business, MSc HealthcareThis 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 programmesEnrolled, as of November 2008 – programmesTarget for 2010 – 500 programmesWhen 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 AgreementAn individually designed programme specifying outcome(s), activities, assessment criteria and mode of assessment for a series of “modules”Using the Personal Development AuditUsed to define the bulk of the work-based programme and the candidates receive credit for developing their programmeInitially enrol with a “shell” learning agreementJust under 60% of programme specified by the candidateThe complete programme goes forward to the University for approvalThe 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 phasesFEASIBILTYDESIGNIMPLEMENTATIONTESTINGEVALUATIONOr 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 courseCompany CoursesProjectsThe 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 throughoutVia , by phone or face-to-face.Use of a internet for peer support groupYou 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 CEngPhase 2 – BEng Professional Engineering (?) for IEng
8 MSc Professional Engineering The BrandThe same product with different providers(Open to all HEIs with suitable engineering provision)The product defined by the GuideSeparate for CEng and IEngThe delivery method is defined by the Operating Manual
9 The Guide Sets the context An ECuk document Applies to all HEIs Defines the framework elementsDefines the process
10 The Operating Manual An HEI document Defines the individual HEI processesThe WBL mechanismEntry requirementsQA processesCompetence mappingSubject to the Accreditation process
11 The Guide Framework The Elements The Process Work-based approach Conformity to QAA and UK-SPECEntry gatewayExit gatewayValidationThe ProcessThe map
12 Work-based ApproachThe 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.
15 Learning Contract Structure Goal A (the entry gateway) - PDA 15 creditsGoals B to G; student generated goals as per “bucket” slide earlierGoal H (the exit gateway) – Engineering Dissertation – 60 credits
16 Learning Goal B Goal & Credit Value Learning Outcomes Activities AssessmentCriteriaMode ofB15Level 7On completion of Learning Goal B, the candidate will be able to:Analyse the existing maintenance management system (MMS) for its effectivenessIdentify 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 improvementEstablish the interrelationship between MMS performance and business performanceEstablish 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 technologyCompetenceStatementEvidenceBriefly explain how you intend to demonstrated the competenceIn which goal?Reference of evidence from other sources eg workplaceA.1Maintain and extend a sound theoretical approach in enabling the introduction and exploitation of new and advancing technology and other relevant developmentsI 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.CDuring 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
21 CEng & IEng Enrolment Routes (all subject to individual assessment) Foundation Degree orHigher National DiplomaBSc Ordinary DegreeBSc (Hons) DegreeAccredited BEng(Hons) DegreeDirect onto MSc P.E.MScTechMSc TechOnto MSc Tech then transferto MSc PE after PDA &PEI approvalMSc Tech orI.Eng PG CertNo enrolment24681012Relevant years of post qualification engineering experience14Higher National Certificate
22 Two Types of Candidates Higher National CertificateFoundation Degree orHigher National DiplomaBSc Ordinary DegreeBSc (Hons) DegreeAccredited BEng(Hons) DegreeDirect onto MSc P.E.MScTechMSc TechOnto MSc Tech then transferto MSc PE after PDA &PEI approvalMSc Tech orI.Eng PG CertNo enrolment24681012Relevant years of post qualification engineering experience14Type 1Type 2
23 SLLLN Involvement Supported civil engineering development. 1 pilot candidate plus 5 more being sponsored by ECITBProfessional supervisor roleKingston specific development to widen access to SMEs