Integrating professional recognition into the development of work-based university degrees

Neville Webb

- Project Consultant

Dr Darryll Bravenboer

– Head of Academic Development

Key aim of the project

To produce a model for the development of work-based higher education programmes that build on and fully integrate professional competencies providing access to professional body membership

Background and context

• Level 5 Higher Apprenticeship in Construction Operations Management •

An integrated approach to developing knowledge and competency through a work-based Foundation degree

• Level 6 Working Group and Higher Apprenticeship in Construction Management • •

Work-based Honours degrees in key specialist areas Construction Site Management and Quantity Surveying pathways

• • • • The revised SASE introducing:

Higher Apprenticeships at level 6 and 7 Full inclusion of HE qualifications and degrees Significant emphasis on a requirement for professional recognition

WBL and professional competency

•

“To enable individuals to develop higher-level knowledge and understanding, cognitive, practical, personal and enabling skills from the study of their own work based learning”

Middlesex University WBL Framework

Learning outcomes

as a coded description of work-based

learning

leading to the

award of qualifications and credit

at various levels •

"Professional competency integrates knowledge, understanding, skills and values”

Engineering Council

Professional competencies

as a coded description of

practice

leading to

professional recognition

at various levels

Transforming Construction Management Practice

• • • • Interdependence of ‘Site Manager’ and ‘Quantity Surveyor’ roles A need to focus on developing an

understanding complimentary job roles

to enhance sector practice RICS Professional Competencies and CIOB Education Framework outcomes –

inter-relationship and/or differentiation

of practice?

The consideration of

common management themes

that are central to practice as the starting point for development • • • •

‘Holy Trinity’

themes rather than discipline focused approach

Quality (Customer specifications, Standards, Output) Money and Resources (Budgets, Cash Flow, Cost Control) Delivery (Planning, Scheduling, Co-ordination, Process)

Setting the scene for integrating professional body recognition

• • • •

Define and agree

with employers/Professional Body:

Aim or purpose of development – why are we (providers, employers, PBs) doing this? What need is the development seeking to address?

Common themes that are central to practice in relation to industry job roles Form of engagement (eg Advisory Group), development schedule, deliverables

• • • • • •

Identify and review

competence framework(s) with Professional Bodies:

Academic level? FHEQ/QCF? Levels of PB membership eg Associate, Chartered etc Sphere of Influence? Levels of responsibility? NOS?

‘Knowledge, understanding, skills and values’ requirements for PB recognition Evidence of experience of work requirements

Towards a curriculum that integrates professional body recognition

• • •

Map

professional competence framework against curriculum framework

Gap analysis

•

Develop learning outcomes

that reflect and align with the identified PB professional competence framework • • •

Develop

appropriate work-based

learning and assessment activities

that will provide evidence of meeting learning outcomes, considering:

Input and WBL, Theory and Practice, HE delivery and assessment requirements, expectations and approaches Approaches to the assessment of competence, eg Workplace Mentors etc Approaches to the gathering of evidence towards gaining professional membership, eg professional development portfolios etc

•

Liaise

with Professional Body to gain

‘sign-up’

and

‘sign-off’

of curriculum proposal

Key Benefits

•

Direct access

to Chartered professional membership ie more quickly achieved than through traditional curriculum development approaches •

Alignment

of academic and professional requirements resulting in a clearer ‘offer’ for the aspiring professional •

‘The best of both worlds’

in offering the achievement of university qualifications and professional recognition through learning at work