An Innovative Delivery of Foundation Degrees; but not without its problems

1. An Innovative Delivery of Foundation Degrees; but not without its problems Caroline Wiscombe Peter Robinson Debra Wale

2. Objectives of today’s presentation • Introduction to the product • Critical evaluation of the development process • Critical analysis of the issues arising from the process • Consideration of future horizons

3. Innovative Practice • Defined by Fleming and Cantwell (2005); includes ICT, blending of tutor delivered and remote study and teaching, learning and assessment that are underpinned by subject based and pedagogic research. • Partnership between three HEI’s under an umbrella brand; UKTEP (United Kingdom Travel Education Partnership) • Wide consultation between and with employers • Work based learning and assessment

4. The product • Induction on site • Teaching, Learning and assessment via E-portfolio • Study days • Personal tutoring via email, through the portfolio and by telephone • Delivery and development shared equally by three HEI’s • www.wlv.ac.uk/eportfolio

26. The Development process – challenges faced (1) • Resources for planning in such a diverse framework • Partnership between three HEI’s; cultural diversity • Decisions on the form and scope of the programme – TSL platform • Resources for development (Human and Technical); Subject specialisms and IT specialisms • Regulations agreement between the three HEI’s • Agreement on the validation method • Charges and financial agreements • Sector Skills frameworks

27. The Development process – challenges faced (2) • Levels of personnel involved and gaining agreement ‘up the line’ • Materials development • Costs of TSL training and ongoing development • Changes of personnel and transitions • Coaching and mentoring; lip service, resource • Management of ‘change’; inter department, school, university • Working with Industry…….Time frames, culture, levels of interaction, networks, strategic development, demand for what they want….’I don’t care what the issues are this is what we want!’…can HEI’s adjust to this?....speed of adaptation necessary

28. Best Practice • Proactive tutor support • Confidence building • Relevance to the workplace • Use of Eportfolio for reflective critique and PDP • Positive comparison between this and the traditionally taught module • Effective management of a complex partnership • Development of conference papers, a core text book and published case studies aid reflection and development • All supported by research and positive feedback

29. Still to come • National Programme with a partnership of 8 HEIs • True work based learning challenge ? – still some debate within the programme • Coaching and mentoring programme & research • Retention and achievement – research of comparables amongst this and traditional cohorts • Personal tutoring – a step further in the process; development and research project • Wider developmental debate – the national scene. • Further changes in culture and processes • A second cohort of students…….. • Progression into top up undergraduate and postgraduate programmes in same delivery mode

30. References • Brookes, M. (2001) Strategic Marketing. Open Learning Series. The Oxford Open MBA (Hospitality). Oxford: Oxford Brookes University. • Cantwell, J. (2005) Articulation and Progression – have we got it right? Link 13. Oxford: The Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism • Clutterbuck, D, (2001) Everyone Needs a Mentor. 3rd Edition. London: Chartered Institute of Personnel and Development • Dewhurst, H. (2006) An Employer Led Foundation Degree for the Travel Sector: A report to Foundation Degree Forward. University of Wolverhampton: Unpublished report dated July 2006. • Ditton, J. (1977) Part time Crime. London: McMillan. • Easterby-Smith, M. Thorpe, R. Lowe, A. (2002) Management Research. An Introduction. 2nd Ed. London: Sage Publications. • Elliot, S. & Smith, G. (2005) Curriculum theory and practice. A case in On-line Education in Airey, D. & Tribe, J. (2005) An International Handbook of Tourism Education. Oxford: Elsevier • Fleming, S. & Cantwell, J. (2005) Distinguishing ‘good practice’ and ‘innovative practice’ on a Foundation Degree – some reflections. . Link 13. Oxford: The Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism • Goldstein, I. & Ford, J.K. (2002) Training in Organisations. 4th Ed. Belmont: Wadworths Ltd • ILM (2003) Planning Training and Development. 4th Ed. Oxford: Pergammon Flexible Learning. • Information World Review (2007) • Joy, B., (2006) Research Matters NSIN No 27, University of London Institute of Education: Centre For Leadership in Learning. • Thomas, Kim. (2007). Rock N Roll Education, Information World Review. Issue 235, May 2007. p12-14 • Knowles, M.S., Holton, E.F. & Swanson, R.A. (2005) The Adult Learner. 6th Ed. San Diego: Elsevier Ltd. • Lewis, R. & Whitlock, Q. (2003) How to plan and manage an e-learning programme. Aldershot: Gower Publishing Ltd. • Maguire, A. (2005) Foundation Degrees – Meeting the skills gap? Link 13. Oxford: The Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism • McDonald, J. (2006) Blended learning and on-line tutoring; A good practice guide. Aldershot: Gower Publishing Ltd. • Sheehan, C. (2007) Hospitality foundation degrees: aligning delivery models with the widening participation agenda. Link. Special Edition 2007. Oxford: The Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism • PebblePad Ltd (2007) www.pebblelearning.co.uk (Home Page) at URL http://www.pebblelearning.co.uk/ (last accessed 4th December 2007 at 1.30pm) • Veal, A.J. (1997) Research methods for Leisure and Tourism. A practical guide. . 2nd Ed. Harlow: Prentice Hall • Wallace, S. & Gravells, J., (2006) Mentoring in Further Education. Exeter: Learning Matters. • Wiscombe, C.A. (2005) Foundation Degree (Arts) Professional Licensed Retailing: Innovations in Design and Delivery. Link 13. Oxford: The Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism