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John Braithwaite, Registrar, School of Health, Community and Education Studies Paul Kelly, Academic Registrar John Braithwaite, Registrar, School of Health, Community and Education Studies Paul Kelly, Academic Registrar Give me Credit Work-Based Learning for Administrators John Braithwaite, Registrar, HCES Paul Kelly, Academic Registrar Images taken from: www. missouristate. edu; www. ibmecsp. edu. br; www. alleducationschools. com

Signposts ¡ What’s Work Based Learning – what does it mean? ¡ Case Studies Signposts ¡ What’s Work Based Learning – what does it mean? ¡ Case Studies ¡ Competence Framework for Administrators ¡ What skills do you need for your job? ¡ Professional Practice Programme ¡ What learning could be recognised? How could you apply your learning?

WBL - What is it? ¡ It’s an approach to workforce development with a WBL - What is it? ¡ It’s an approach to workforce development with a focus on “learning which accredits or extends the workplace skills and abilities of employees” (Universities for the North East, 2007) ¡ It’s about “Learning in and Through Work – supporting personal, professional and organisational development” (HCES Professional Practice Programme)

WBL - What is it? ¡ It’s about recognising experience and competence ¡ It’s WBL - What is it? ¡ It’s about recognising experience and competence ¡ It’s a way of incorporating practical knowledge and experience into an academic framework ¡ It focuses on real work activities and allows learners to concentrate on issues and projects at work that are directly applicable to their role

Case Studies ¡ The Linen Supervisor ¡ The Care Worker ¡ The Ward Manager Case Studies ¡ The Linen Supervisor ¡ The Care Worker ¡ The Ward Manager

Case Studies – administration? ¡ Data Quality Enhancement Project ¡ GTP Administrator’s Handbook ¡ Case Studies – administration? ¡ Data Quality Enhancement Project ¡ GTP Administrator’s Handbook ¡ Administering the Late Authorisation Process ¡ What’s in a code? JACS’ Story

AUA Competence Framework Finding Solutions Using Resources Developing Self & Others Delivering Excellent Service AUA Competence Framework Finding Solutions Using Resources Developing Self & Others Delivering Excellent Service Professional Behaviours Achieving Results Providing Direction Working with People Managing Self & Personal Skills Embracing Change

Your first task ¡ List key skills/competences you need for your job ¡ Write Your first task ¡ List key skills/competences you need for your job ¡ Write on tablecloth ¡ Share with others at table. ¡ Offer suggestions to others and add to your own list ¡ Surprised by how many skills you need? ¡ How has the list changed since starting job? Number and level of skills

Professional Practice Programme ¡ Negotiated work-based learning in & from workplace, work provides focus Professional Practice Programme ¡ Negotiated work-based learning in & from workplace, work provides focus for learning ¡ Extend learner’s capability and individual effectiveness ¡ Agent for change for workplace ¡ Negotiated flexible and bespoke programmes of study

PPP Background @ Northumbria ¡ Introduced September 2006 to address Workforce Development priorities across PPP Background @ Northumbria ¡ Introduced September 2006 to address Workforce Development priorities across health, social care & education ¡ Offered at FD, U/G & P/G levels. ¡ Utilises Northumbria’s Work-Based Learning Framework ¡ 400 enrolled 09/06 -09/08 ¡ 144 awards to date from Certificate to Masters

Programme: Principles & Structure Key Principles: § Programme derives from needs of workplace & Programme: Principles & Structure Key Principles: § Programme derives from needs of workplace & learner: work forms curriculum § Learners engage in recognition of current competencies prior to negotiation of programme of study § Assessed against a framework of standards and levels Structure: Learning Contract – learning needs & programme planning Managing Own Learning- study skills & underpinning knowledge to manage, reflect & evaluate learning Academic Recognition of CPD - In-house or external CPD & reflection on how this is/to be applied to practice Independent Study – workplace enquiry Work-based Project Subject-specific modules AP(E)L

Programme Pathways ¡ Foundation Degree Route ¡ BA/BSc Hons Named awards e. g. ¡ Programme Pathways ¡ Foundation Degree Route ¡ BA/BSc Hons Named awards e. g. ¡ BA(Hons) Health Practice / BA(Hons) HE Administration ¡ Staged Awards (60 credits) e. g. ¡ Diploma Social Care Practice / Diploma HE Administration ¡ MA/MSc Professional Practice (HE Administration) *

Postgraduate Programme Undergraduate Programme Level 4 Level 5 Level 6 Level 7 Foundation Degree Postgraduate Programme Undergraduate Programme Level 4 Level 5 Level 6 Level 7 Foundation Degree Route Cert. HE (120) Dip HE (120) BA/BSc Hons (120) BA / BSc Hons Advanced Diploma/ Graduate certificate Dip. HE University Diploma Cert. HE University Certificate Staged Route (With exit awards) MSc / MA (60) BA / BSc Hons Route (Full level) Postgraduate Diploma (60) Foundation Degree (120) Postgraduate Certificate (60) Cert. HE (120)

Negotiating the Programme ¡ Review past learning & work experience ¡ Analyse: current competence, Negotiating the Programme ¡ Review past learning & work experience ¡ Analyse: current competence, behaviour, values, interpersonal skills, strengths & weaknesses against appropriate occupational standards (e. g. HE Administrators’ Competence Framework) or organisational/job standards ¡ Identify attitudes to learning (particularly HE study) & ascertain learning styles and needs ¡ Ascertain current position with respect to organisational role; career progression, & aspirations ¡ Develop action plan through Learning Contract

Learning Contract ¡ Negotiated between learner, workplace adviser & university tutor ¡ Programme, pathway Learning Contract ¡ Negotiated between learner, workplace adviser & university tutor ¡ Programme, pathway & specific context of aims & learning outcomes unique to individual ¡ Module menu agreed dependant upon individual vocational & academic need ¡ Award Title- U/g title based on occupational role, field & focus of study. *

Learner Support Aims: ¡ to make learning a positive experience ¡ to guide learners Learner Support Aims: ¡ to make learning a positive experience ¡ to guide learners through reflective journey. ¡ to set out clear boundaries on issues of ethics and confidentiality Who provides support? ¡Workplace support by Workplace Advisors -identified by occupational competence and ability to support learners in the workplace. ¡ Academic staff maintaining student contact through face-to-face and online seminars and tutorials.

Career Development at Northumbria ¡ Administrator Career Pathway: apprenticeship programme, talent pool, ‘skills and Career Development at Northumbria ¡ Administrator Career Pathway: apprenticeship programme, talent pool, ‘skills and attributes framework’ ¡ Professional Practice Programme for HE Administrators: How would it fit? ¡ Opportunity to demonstrate achievement against recognised professional benchmarks, or against the University competence framework. ¡ Help to fill the ‘skills and attributes’ gaps ¡ Could assist in application for career progression

Your last task ¡ On your table: ¡ What do you like/dislike about the Your last task ¡ On your table: ¡ What do you like/dislike about the proposal? ¡ Would you use the programme? If not why not, if so: ¡ How? What recent / new learning to be recognised? ¡ Link back to answers to the first task on skills needed for the job ¡ Have you an idea for the work-based project, or is there a burning issue in the Department/School which could from the basis for a project? ¡ Complete the feedback sheet