A Tale of Two Continents

: Cross cultural perspectives in using experiential learning as a foundation for negotiated programs Dr. Nan Travers Director of Collegewide Academic Review SUNY Empire State College Dr Barbara Workman Principal Learning Development Consultant MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Middlesex University, London UK

Dr Barbara Workman, Principal Learning Development Consultant Institute for Work Based Learning [email protected]

Middlesex University in North London

• • • • • One of the largest and best equipped campuses in London £100 million+ investment in laboratories, social, sport and library facilities £80 million Art, Design and Media Building – the Grove.

New student social centre and fitness suite More than 13,000 students Slide 3

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Institute For Work Based Learning

• • • • • • Work Based Learning (WBL) is a Middlesex specialty for 20 years 1996 Middlesex was awarded a Queens Prize for “Excellence and Innovation” for pioneering WBL 2003 the UK Quality Assurance Agency described WBL at Middlesex as innovative and academically rigorous ( www.qaa.ac.uk

) 2005 the HEFCE awarded Middlesex University a “Centre for Excellence in Teaching and Learning “ in Work Based Learning 2007 the Institute of WBL was created within the University 2009 – 2012 HEFCE awarded £8m to IWBL for an employer engagement project, working across the University and with external partners Slide 4

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

IWBL Current activity

• In 2010/11 about 1400 students on Work Based Learning programmes: about 600 at Honours Degree level, 50% of University’s Doctorate provision • WBL takes place in all types of organisations: Halifax Community Bank, Rank, Royal Mail, Dell, Ministry of Defence Police, NHS Health Service Trusts, Transport for London • International Centres in Cyprus, Hong Kong, and Ireland • Comprehensive range of qualifications – Certificate, Diploma, Hons Degree, Masters, Doctorate Slide 5

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Current use of APEL (PLA)

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In UK where used

Entry to HE programmes – in some HEI’s Awards specific credit against specific validated programmes Often a ‘deficit’ or ‘credit exchange’ model – implies knowledge limitation to be extended by ‘formal’ learning (Butterworth 1992) ‘Developmental’ model – offers advanced standing against programme criteria and a resource for further learning ( Bailie 2000) Work based programmes attract use of APEL

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Bob: the Work Based Learner

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MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Bob’s route to a Masters in WBS (Animal Husbandry)

Negotiated Work Based Project Practitioner Inquiry Programme Agreement and Professional Development Planning Review of Learning and Accreditation

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MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Current Use of APEL (PLA) in IWBL

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In IWBL at MU

Experiential and certificated prior learning at HE level forms foundation of WBL programme Learning from experience (work) as ‘Field of study’ versus ‘mode of study’ – recognition and legitimisation of knowledge outside HE Up to 2/3 of award allowed at UG & PG Does not usually involve matching learning outcomes to a specific programme Currently assesses programmes

general

credit – not linked to specific

Level

assessed by WBL level descriptors: 4 - 7

Volume

assessed by use of negotiated work based project shell modules of 10, 15, 20, 30, 40 & 60 credits

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

APEL (PLA) contribution to WBL programmes

• • • • • • • Negotiated curriculum content responsive to personal & professional learning needs - developmental Offers a new route to knowledge generation Recognises learning of significance to claimant & their work Evidence is significant to demonstrate personal and academic achievement and learning Reveals tacit knowledge of claimant - general credit Assessor recognises and values actual and potential learning of claimant Impacts the organisation as releases Human Capital and Intellectual Property knowledge Slide 10 26/04/2020

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

• • • • • •

Implications of Accreditation in WBL

Knowledge creation

- Mode 1 & 2 (Gibbons et al 1994) subject based, linear & traditional versus multi-variant, unsystematic, trans-disciplinary, creative

Subject discipline

- limited by knowledge in HE

Content driven

programmes – proscribed by HE/ professional body limits new knowledge generation

Organisation and HEI impact

– empowers learners, (expert) but challenges academics/ HE, recognises community of practice knowledge

Professional development

– CPD through practice & reflection, capturing knowledge from practice

Personal development

– transformation through reflection Slide 11

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Future Developments

• • • • Developing use of E-APEL tools Organisational accreditation – recognition of employer based training as equivalent to HE Developing more in post 1992 HEI’s Financial implications for funding model, especially PG programmes • Stronger in some subject disciplines (e.g. Nursing, Education, Management) than others • Slide 12 Accreditation at Doctorate level; D Professional Studies, including recognition of ‘Public Works’

MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Any questions?

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MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS