Transcript Middlesex presentation
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