Project Name: Wolverhampton infrastructure for Work-based Learning (Wi4BCE)
Institution: University of Wolverhampton
Project Lead: Dr Alison Felce
Video Description: Wi4BCE
This project aims to improve the institution's strategic engagement with business and community partners in relation to work-based learning. It made use of relevant JISC resources to help to create the organisational environment in which staff can identify and exploit market opportunities in workforce development and employer based training. This will improve the ability of the University to provide a wider, flexible and responsive range of workforce development opportunities.
Background
Aims and objectives
Anecdotal evidence suggests that the University is missing opportunities for negotiated work-based learning and accreditation of employer based training. Where there is activity current practices have been adapted to meet the needs of this area of the market. The aim of the project was to further develop an infrastructure and cross University approach to best access these work-based learning markets.
JISC resources were researched for their relevance to the project and used to inform our work to create a suitable infrastructure and help to raise awareness of potential development opportunities. Resources identified but not relevant to the JISC transformations Wi4BCE project were shared and disseminated amongst related activities being undertaken at the University of Wolverhampton.
Context
The University of Wolverhampton is recognised as having a commitment to widening participation and has, over a number of years, developed a successful record of working in partnership to deliver higher education. This commitment to supporting lifelong learning ensures that the University can enable individuals to achieve recognition for their achievements wherever that learning occurs. The University’s stated vision is “to be The Opportunity University – renowned for creativity and innovation, developing students and staff who are entrepreneurial, eminently employable and well-connected within a research and professionally informed environment” and its mission: “to be an employer-focused university connected with our local, national and global communities delivering opportunity and academic excellence”[i].
The University has a commitment to business and community engagement and has developed a range of services to business including the Business Solutions Centre, the WLV Knowledge Hub, Business Start-up Opportunities, research development facilities and graduate internships as well as being a leader in the development of knowledge transfer partnerships. The University also has experience of providing work-based learning opportunities, negotiated work-based study and the accreditation of employer-based training. Whilst these activities make a contribution to the University’s income it is recognised that they could be expanded as well as provide access to networks that the University could develop to offer education and training for people in work through work-based learning and by recognising the higher level learning practised within the workplace.
The business case
The University has concerns that opportunities to develop academic partnerships with employers are being missed and that it could make better use of its current internal and external networks to identify and develop this potential. In order to support and manage the existing partnerships the University has adapted its systems and processes but acknowledges that it needs to further develop an infrastructure and cross University approach to best access these work-based learning markets.
Key drivers
The key driver for this project is to develop new opportunities for people in work to access higher education education and as an alternative income stream as a response to a number of recent changes in HE funding.
In order to respond to such opportunities we identified more streamlined approach to such business and community engagement to enable a more strategic approach and response to identification, negotiation and provision of work-based learning. This can be achieved by bringing together Academic Schools and support departments (where the responsibility for curriculum development lies) and the Business Solutions and other business development activities (where the primary remit for business engagement lies).
JISC resources/technology used
Embedding Business and Community Engagement
http://www.jiscinfonet.ac.uk/infokits/embedding-bce/case-studies
I came across this resource on the JISC website and found it to be relevant to the JISC Enhancing organisational capability for Business and Community engagement project here at the University of Wolverhampton.
The resource consisted of case studies of Business and Community Engagement across the UK. Stakeholders were interviewed at each of the institutions with identical seven core themes. Strengths, weaknesses and ideas for change were identified from the answers given. We started our project here by interviewing key stakeholders from across the University of Wolverhampton the case studies provided guidance on identifying the stakeholders and the types of questions we needed to ask. We also identified core themed questions to ask at the interview stage. From this we were able to identify common issues experienced by staff when trying to engage with the Business and Community Sector.
This resource highlighted how each Institution experienced very similar issues when trying to embed business and community engagement.
Work Based Learning toolkit
www.wbltoolkit.pbworks.com
The work based learning toolkit is divided into 13 sections. Each area covering a criteria and statement, followed by assessment guidelines and the type of evidence to look for in assessing work based learning activities within the institution. The first section Institutional readiness: 1-1 WBL Strategy and Plans has been used to help determine where we are as a University. The other sections, although not relevant at this time can be used at a later stage.
JISC Briefing Paper
www.jisc.ac.uk/media/documents/publications/briefingpaper/2010/bpbcev2.pdf
This JISC Strategic Engagement with Business and Community February 2010 resource is a short double sided A4 sized briefing paper. The paper consists of short to the point paragraphs covering a range of information on business and community engagement. Some of the sub headings include "what is business and community engagement" and "why do institutions need to fully commit to business and community engagement now" The resource would be helpful to staff who want a short overview of what BCE. The resources gives a snap shot into what is meant by business and community engagement without having to read through thick reports.
What was useful is the list of 17 links all in one place to further information and resources. The listed resources covered different topics and was easy to navigate through by clicking on the link and browsing through for relevance to our project. This resources http://www.jiscinfonet.ac.uk/infokits/embedding-bce/ from the list (see above) helped us with the types of questions to ask during the project stakeholder interview stage.
JISC Infonet Business and Community Engagement Review - workbook
http://www.jiscinfonet.ac.uk/infokits/embedding-bce/bce-review/workbook/
The workbook helped us identify the gap between where we want to be and where we are in relation to our business and community activities. We found the workbook easy to follow and use. The format which is a set of statements and example questions provides space in which to add our current strengths and ideas for change and improvement. The format also enables easy review and reflection on progress against targets we set for ourselves.
Coventry University & KSA Partnership
Learning from Employer Engagement Programme (LEEP) Project
www.jisc.ac.uk/media/documents/programmes/bce/leepfinalreport.doc
The aim of this study, like that at the University of Wolverhampton, is to streamline processes and systems to be able to deal more effectively with employer engagement activity in Higher Education and Further Education.
This resource provided us with a source of relevant material to inform our approach at the beginning of our Transformations Project. The Leep Project has synergies with what we are trying to achieve through our project.
JISC Infokit Change Management
http://www.jiscinfonet.ac.uk/infokits/change-management/
Our JISC Transformations Project is about changing and developing University systems to enhance our capability for business and community engagement in our development of the work-based learning aspects. There are currently several other large scale changes underway and JISC resource will act as a tool to inform us on how to approach the implementation of our proposals to effectively management the proposed changes at the University of Wolverhampton.
The resource was broken down into sub sections each covering a different area of change management. This made it an easy to follow format allowing you to dip in and out of each section and choose which sections were most relevant to the specific task at hand.
Dr Alison Felce, Project Lead and I took part in a JISC infoNet Managing Change in the Education Sector workshop facilitated by John Burke. The workshop provided an introduction to the change management infokit and was a mixture of presentation and interactive tasks
Embedding BCE Through Business Process Improvement and Internal Engagement
http://www.jiscinfonet.ac.uk/infokits/process-improvement/why/
This resource relates to process improvement and covers what has to be considered when undertaking a process review. It is an in depth resource containing lots of information. It's easy to navigate through the information, as like the JISC Infokit Change Management resource above it is broken down into sub sections. Part of the JISC Transformation project is trying to improve University processes to make engaging with business and the community easy for staff who are involved in this sector. Unlike some of the other resources reviewed as part of this project this one includes an end section titled continuous process improvement. Reviewing processes within the University will continue beyond the end of this project. This type of resource can be reused beyond the end of this project as the need for continual improvements is an ongoing process in itself.
Technology Used
BLOG
The project has a Blog that is updated on a regular basis with news and information on how the project is progressing. We found it useful to record activities and outputs and to provide a source for later reflection and evaluation.
http://pebblepad.wlv.ac.uk/viewasset.aspx?oid=2950249&type=blog
SKYPE
Skype technology was used to hold meetings with Peter Chatterton. Peter Chatterton is a consultant specialising in the education sector who gave us support and guidance in using the work-based learning toolkit as well as access to other materials eg. communication strategy template http://www.daedalus-e-world.com
Outcomes
Achievements
Achievements as a result of undertaking the project are:
Sharing relevant JISC resources identified through the Transformations Project amongst the various related activities on going in the University of Wolverhampton.
Development of processes and procedures for the accreditation of employer-based training and courses delivered by other providers. Successful completion of a number of such accreditation's.
Raised interest and awareness within the University and with external organisations in relation to work-based learning as a result of the JISC Transformations project.
Designing alternative routes onto and into existing University courses:
- The development of a new model for engaging with organisations to offer a framework to achieve work-based qualifications from sub-degree to masters and doctorate level.
- Designing HE courses in partnership with local engineering organisations that are work-based and will lead to Hons degrees and Higher Apprenticeship qualifications.
Benefits
Benefits of completing the project are:
Responsive, flexible opportunities that can meet the needs of the employers and work-based learners.
Coherent and cohesive processes and systems to enable the University of Wolverhampton to offer appropriate workforce development.
Clearer communication channels across the University.
Development of new partnerships, both formal and informal, with local organisations to co-design and co-deliver work-based learning that can directly meet each organisation’s needs.
The introduction and development of new routes into HE to provide a wider range of opportunities for access to HE which continues to meet the University strategy to widen participation.
Drawbacks
JISC asked that existing resources be used for the project. Searching through the large amount of information available on the JISC website to find what information was relevant to the Transformations project and what wasn't was time consuming.
Relatively short project period in which to research for and introduce change. We have met primary project goals but there is more to do to complete and fully embed.
Difficulties in none-project staff having time to fully engage with the project.
Key lessons
Lessons learnt from the project:
Using both top-down and bottom-up approaches work best when trying to implement new ways of working into the existing infrastructure at the University of Wolverhampton. There needs to be both the strategic drive but also involvement leading to buy-in from those at the “chalk face”.
Importance of communication at all stages as well as the involvement of all stakeholder groups
Looking ahead
The University of Wolverhampton would like to see an increase in the number of current work-based learning opportunities and that these should rise steadily over the next 12, 24 & 36 months.
We need to:
- provide appropriate staff development opportunities to meet the needs of staff who are involved with work-based learning and business and community engagement
- expand further the accreditation of employer based training and be able to identify progression routes into University awards
- finalise on-line information, advice and guidance to support applications for the accreditation of prior learning for those based in employment to achieve credits for their experiential learning and to be able to access higher education with advanced standing
- further develop systems and processes to meet the needs of work-based learning, as identified through this and other projects
- the University recognises it can no longer rely on HEFCE funding as its main source of income and needs to look to at various ways to generate alternative forms of revenue. By building on what has been acheived by the project so far should guarantee a year on year increase in income from business and community engagement and work-based learning.
Sustainability
Business and Community Engagement & Work-based Learning Strategy (BCE & WBL)
Articulate the future of BCE & WBL through the writing and implementation of a BCE & WBL strategy that can be incorporated within school and department strategies and plans.
The work-based learning officer's contract has been extended until July 2014 as a result of the increase in work generated from BCE & WBL activities and the JISC Transformations project.
Competitor Analysis
Carry out competitor analysis to measure our strengths and weaknesses as a University in what we are trying to achieve in the work-based learning markets compared to the universities that are in close proximately and in other regions, nationally and internationally, where the University of Wolverhampton has a presence.
Appendix
[i].University of Wolverhampton (2012) Our vision; Our mission; Our core values.
Communications strategy plan 18th July 2013.doc
Evidencing Change-Transformations May.xlsx
Resource Reflection 19.07.2013.docx
