The implications for quality of employer engagement

1. The implications for quality of employer engagement Professor Freda Tallantyre Senior Associate Higher Education Academy Future for Higher level Engineering Education : March 9th 2009

2. EE Includes employability . . . • Preparation of graduates to enter employment • Vocational and academic curriculum components • Incorporation of higher level skills into curriculum • Provision of work experience : sandwich placements and other • Incorporation of enterprise/entrepreneurship into curriculum • Careers guidance • Personal and professional development (PDP)

3. But much more focussed upon workforce development, because of . . . Leitch report (Dec 06) • Global economic integration • China and India will be much more important than the Uk • Raising UK productivity and competitiveness to create a sustainable economy by 2020 • Rapid demographic change • There will be an ageing workforce who are least likely to train : c70% of 2020 workforce already in workplace • The number of 17-18 year olds will have decreased significantly over the next decade Sainsbury report ( Oct 07) • Restructuring into high value goods, services and industries • knowledge transfer • translation of research into commercial goods and services • support for small innovative enterprises Recession (2008) • Standing together (UUK) • ECIF (Hefce)

4. Who owns knowledge? Multi and trans-disciplinary knowledge Demand led learning How are components integrated for coherence? Workplace is site of knowledge creation and construction Generic academic supervisor Workplace mentor/supervisor Specialist contributions Tripartite negotiation Use NOS and SSAa as well as QA subject benchmarks Company training accredited APEL incorporated Flexible accredited components Reflective LC under academic supervision Synoptic assignments Curriculum design and development

5. Employer need for rapid response Approval of title Approval of components Approval of APEL Approval of in-company processes for training, support of learners, facilities and resources? Accelerated mechanisms fit for purpose Validated framework accelerates response Small academic panel “validates” LC and approves title and level of award within regulations Mechanisms like independent study and research students External examiner and moderation Processes as for collaborative provision. Validation and approval

6. What support is offered by HEI itself? Quality of learning support materials Ease of access How support workplace mentors? Academic supervision Learning resources Accreditation and award Electronic tools Flexible learning resources On-line dialogue, text, discussion boards, wikki, blog Robustness of technology infrastructure Accredited lecturer schemes Training by Uni and/or company Delivery and support of learners

7. Relevant forms of assessment Who assesses? Role of employer personnel Standards Operation of Boards Reports, portfolios, journals Artefacts/tools produced for the workplace Generic supervisor Specialist staff and module boards Formative assessment Specialist field staff as external examiners, in conjunction with generic academic examiner Moderation External Examiner scrutiny Timeliness, inclusion Assessment

8. Personal capability Professional performance Professional competence Academic understanding Assessed by individual Assessed by employer Assessed by professional body Assessed by University Outcomes and assessment of WBL

9. How is provision monitored and evaluated? Where is it reported? How is feedback managed, and to whom? How are requests for change followed up? Reasonable and regular checks Responsible Academic Committees Systematic and three way, to employers, learners and university, respecting confidence Timely reports to Academic Committees Monitoring and evaluation