Workbased learning
The diversity of the WBL programmes and the demographics of ‘the student’ is an important element of any change to programme delivery and indeed mechanisms that support it. Having explored a variety of programmes and having applied the QAA standards for foundation degrees and WBL programmes, a series of questions become apparent;
How can a student change their educational direction?
How can a small company or a one man company develop the necessary skills to take both service and personal development forward?
How can SMART recognise these challenges within the development of its software?
How can education ensure financial viability and meet the needs of its local community?
Buckinghamshire New University work-based learning and short courses strategy provides insight for this, a complete copy of the document is available for viewing.
“WBL programmes are delivered across faculties in various subjects and by all departments. Some courses involve deep liaison with industry and other partners and involve mentoring and placements of individual students. These programmes are mainly within the undergraduate area and require close engagement with students to ensure that meaningful liaison, mentoring and useful employment benefits are achieved. A second type of programme, currently more focused in the area of foundation degrees (FD) and postgraduate degrees (PG) uses a model whereby the student is given work-related assessed tasks which rely upon them engaging with their own employers, organisations, using their experiences, and learning to complete the work. Such programmes rarely involve direct liaison and contact between Bucks academic staff and employers. Both types of programme are valid and have proven to work well in combining employers’, employees’ (students) and Bucks’ efforts in achieving academic success”.
Clearly we can see that any systems must recognise the developing needs that have been identified and confirmed by mentors throughout the research period. Individual mentors have provided a wealth of insight into the supporting evidences that underpins ‘SMART’.
Further investigation within the university uncovered areas of development in WBL and educational development of mentors. A project carried out for south central developed two main objectives;
The need for a generic educational audit tool that could be used to explore the requirements of each Foundation Degree programme (in the Health and Social care sector) within the Faculty.
The development and validation of an educational programme for identified mentors undertaking Foundation Degrees in the Health and Social Care sectors.
Tuesday, 29 June 2010
Open for Business
Open for Business has been actively involved with ‘foundation degree forward’ fdf
http://www.fdf.ac.uk/page.aspx?id=2
I was lucky enough to meet a representative from fdf. Discussions were energetic and responsive and provide confirmation of initial pathway for consideration. What indeed was this WBL and employer engagement stuff?
Utilising Open for Business’s knowhow ‘SMART’ can be one step ahead in it's developments of technology and identify the changing demographics of WBL and the employer’s changing needs (Longhurst 2009).
Many of potential employers engaged in WBL, were not always committed to the FD programmes. The develop of foundation degree programmes, always included consultation with employers, however the employer could changed, so the employers who were engaged in the initial consultation were not the same for future students. They had not been involved in the development of the programme, so were not considering the same issues. This was important for SMART, if employers changed then the focus of the mentor could change also. This meant the benchmarks were moveable. Meetings and discussions with outside providers of foundation degrees both helped and added focus to the mentorship process.
Open for Business was seeking to ensure suitability of programmes and in so doing, were creating new types of mentors. SMART understood the changing role of the mentor and the development of the technology would represent the findings from this research.
http://www.fdf.ac.uk/page.aspx?id=2
I was lucky enough to meet a representative from fdf. Discussions were energetic and responsive and provide confirmation of initial pathway for consideration. What indeed was this WBL and employer engagement stuff?
Utilising Open for Business’s knowhow ‘SMART’ can be one step ahead in it's developments of technology and identify the changing demographics of WBL and the employer’s changing needs (Longhurst 2009).
Many of potential employers engaged in WBL, were not always committed to the FD programmes. The develop of foundation degree programmes, always included consultation with employers, however the employer could changed, so the employers who were engaged in the initial consultation were not the same for future students. They had not been involved in the development of the programme, so were not considering the same issues. This was important for SMART, if employers changed then the focus of the mentor could change also. This meant the benchmarks were moveable. Meetings and discussions with outside providers of foundation degrees both helped and added focus to the mentorship process.
Open for Business was seeking to ensure suitability of programmes and in so doing, were creating new types of mentors. SMART understood the changing role of the mentor and the development of the technology would represent the findings from this research.
Monday, 21 June 2010
Additional details series 1
Additional details of project and links to other areas within the organisation; As researcher for SMART, it was essential to provide scope for the project and at the same time identify any areas that could provide insight into the project. Equally the project could benefit from acknowledging all the work been undertaken within the institution. As an organisation it was imperative that any new developments reflect the needs of our own developing services. Any information that provides insight into present work ethics of Workbased Learning (WBL) programmes should be transferable throughout both the project and educational pathways.
JISC offers the opportunity to develop technological innovations that enhance both student and practice improvements. Therefore a meeting with ‘Open for Business’ representative helped highlight some areas for consideration and examined the various WBL options that could/should influence the creation of a support mechanism for mentors.
Programme delivery varied throughout the institution and some WBL programmes attracted a different kind of student. Equally there are various considerations within the WBL debate and so a definition was essential to formulate an appropriate position. The Higher Education Academy’s definition (2006, 71) may be an appropriate starting point: ‘Work-based learning can be defined as learning which accredits or extends the workplace skills and abilities of employees.’
Literature Review and the definition of Mentor/Mentorship. This provided a long and voluminous insight into perceptions of role, in fact establishing the notion of mentor and mentorship was arduous. Cultterback (1992) provides a variety of learning opportunities and help in understanding the mentor and the mentorship role. The need for the educational development of a mentor and the importance of this role, on the successful completion of any educational programme, that seeks to empower the student and thus encourage a skilled practitioner.
Caldwell and Carter (1993) argue that while commonalities are evident in accounts of mentoring, Mentoring is a dynamic practice and therefore no one process or model can be used to advocated as appropriate for all situations or contexts. Indeed ` it is clear that there are pitfalls in attempting to adopt or adapt practice from one setting to another’ (Caldwell & Carter, 1993, p. 205).
Wang and Odell (2002) argue that mentor preparation has been a weak link in many mentoring programmes and an ill-conceptualized field of research.
Roberts’ (2000) review of mentoring research across disciplines found that successful mentoring has the following essential attributes: a supportive relationship; a helping process; a teaching–learning process; a reflective process; a career development process; a formalized process; and a role constructed for or by a mentor. Mentoring in the teaching profession has been implemented in different ways in induction programmes across different countries. Indeed other professions have similar concepts and identify criteria that are essential in the promotion of student development and achievement of competencies that make individuals fit for purpose.
I like this notion of fit for purpose, it provides structure, what is it that we want the person to be at the end? How can we educationally help the mentor whilst encouraging and enabling the student (used here to denote the development of the protégée). I know why I say this and it is essential that other members of the project understand this too.
What happens if you are working in a superstore and then decide that you want to change career options? Do you need an employer to make it possible to achieve what may have always been your dream, but that circumstance has not made possible.
JISC offers the opportunity to develop technological innovations that enhance both student and practice improvements. Therefore a meeting with ‘Open for Business’ representative helped highlight some areas for consideration and examined the various WBL options that could/should influence the creation of a support mechanism for mentors.
Programme delivery varied throughout the institution and some WBL programmes attracted a different kind of student. Equally there are various considerations within the WBL debate and so a definition was essential to formulate an appropriate position. The Higher Education Academy’s definition (2006, 71) may be an appropriate starting point: ‘Work-based learning can be defined as learning which accredits or extends the workplace skills and abilities of employees.’
Literature Review and the definition of Mentor/Mentorship. This provided a long and voluminous insight into perceptions of role, in fact establishing the notion of mentor and mentorship was arduous. Cultterback (1992) provides a variety of learning opportunities and help in understanding the mentor and the mentorship role. The need for the educational development of a mentor and the importance of this role, on the successful completion of any educational programme, that seeks to empower the student and thus encourage a skilled practitioner.
Caldwell and Carter (1993) argue that while commonalities are evident in accounts of mentoring, Mentoring is a dynamic practice and therefore no one process or model can be used to advocated as appropriate for all situations or contexts. Indeed ` it is clear that there are pitfalls in attempting to adopt or adapt practice from one setting to another’ (Caldwell & Carter, 1993, p. 205).
Wang and Odell (2002) argue that mentor preparation has been a weak link in many mentoring programmes and an ill-conceptualized field of research.
Roberts’ (2000) review of mentoring research across disciplines found that successful mentoring has the following essential attributes: a supportive relationship; a helping process; a teaching–learning process; a reflective process; a career development process; a formalized process; and a role constructed for or by a mentor. Mentoring in the teaching profession has been implemented in different ways in induction programmes across different countries. Indeed other professions have similar concepts and identify criteria that are essential in the promotion of student development and achievement of competencies that make individuals fit for purpose.
I like this notion of fit for purpose, it provides structure, what is it that we want the person to be at the end? How can we educationally help the mentor whilst encouraging and enabling the student (used here to denote the development of the protégée). I know why I say this and it is essential that other members of the project understand this too.
What happens if you are working in a superstore and then decide that you want to change career options? Do you need an employer to make it possible to achieve what may have always been your dream, but that circumstance has not made possible.
SMART so far
What the SMART project research has done is to recognise the good practice of other areas within literature, the university and other JISC profiles. In the development of a mentorship portal, many attributes have been identified. The project leader identified that the system itself should act as a training and educational resource (an excellent ideology), that both endorses and reflects the findings from workbased mentors. By also exploring core elements and taking into consideration the technological philosophies of other JISC projects, SMART can seek to begin to address the phenomena under investigation. To this end a series of additional information details will be adding to this blog, to demonstrate the path undertaken so far.
Michael Farquharson
Michael Farquharson
Wednesday, 2 June 2010
Wednesday, 14 April 2010
Tuesday, 13 April 2010
Thursday, 8 April 2010
SMART update
Over the past week the project has taken on a new speed and we are fast approaching the finishing line.
I think Project involvement is an important issue for the university; I had a lengthy chat with Phillip Wood (Head of Work Based Learning and Short Course Development). This discussion was most enlightening and provided further institutional understanding for workbased learning and the future SMART project developments.
Still the issue of employer engagement creates a diversion and now the question is
Who is this employer?
What does he/she look like?
Do they exist for all work based learning students?
Responsibility for the student’s work based improvement or acknowledgement of employment skills and their development, to whom does this belong?
Project research, teaching and new information continues to provide extensive knowledge in terms of project direction. It would appear that SMART has a vital role to play in the future execution of Foundation Degrees and for some the future of education as we know it.
Michael.
Wednesday, 31 March 2010
Reflection 31.03.10
Hi everyone this is a reflective account of research so far;
Through my interviews it has become apparent that the phenomena 'mentorship' is very ' very' diverse . The mentors who have agreed to see me so far, all have the qualities that would enhance learning for any student they mentored. In fact it has been a privilege to meet these people, their descriptions of service delivery and student learning is fantastic.
What is fundamental is that they are all graduates of Masters level and above (so far).
It seems that educational ability has a real connection with mentorship, or at the very least the mentor demonstrates a commitment to individual development.
The mentors seem to use their own educational understanding to both engage and assist the student. They have provided clear direction for the project and also have illustrated that it may enable both themselves and the students.
However it is becoming apparent that not all groups (FD) are actively involved with mentorship and if they are, this is not an experience they want to share.
Following contact with one mentor, she said
"I only did it once, for one of my staff, I won't be able to help. I won't be doing it again"
It transpires that this lady works in a team of 8 and only one person has done a Foundation Degree. It is also difficult to ascertain and maybe I am speaking out of turn, why some areas of study (FD) find it more useful to have structured mentor whilst others, do not recognise the need, or their own ability to enhance learning.
I have a variety of views on this , but it's early days and I have few more people to meet.
Michael.
Through my interviews it has become apparent that the phenomena 'mentorship' is very ' very' diverse . The mentors who have agreed to see me so far, all have the qualities that would enhance learning for any student they mentored. In fact it has been a privilege to meet these people, their descriptions of service delivery and student learning is fantastic.
What is fundamental is that they are all graduates of Masters level and above (so far).
It seems that educational ability has a real connection with mentorship, or at the very least the mentor demonstrates a commitment to individual development.
The mentors seem to use their own educational understanding to both engage and assist the student. They have provided clear direction for the project and also have illustrated that it may enable both themselves and the students.
However it is becoming apparent that not all groups (FD) are actively involved with mentorship and if they are, this is not an experience they want to share.
Following contact with one mentor, she said
"I only did it once, for one of my staff, I won't be able to help. I won't be doing it again"
It transpires that this lady works in a team of 8 and only one person has done a Foundation Degree. It is also difficult to ascertain and maybe I am speaking out of turn, why some areas of study (FD) find it more useful to have structured mentor whilst others, do not recognise the need, or their own ability to enhance learning.
I have a variety of views on this , but it's early days and I have few more people to meet.
Michael.
Wednesday, 17 March 2010
BucksSmart
Hi BucksSmart is here a chance for the project team to provide support for the project via blogging and to enable a tracking system that enhances the progress of SMART.Blogging will be useful to monitor individual thoughts, ideas and contributions to the progress. It will also provide a more diverse view of the process and help identify any areas of concern. This is the project teams opportunity to play a more active role in the development of 'SMART' and thus empower the future of mentorship support throughout the University.
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