Phil Gravestock, Stephen Hill and Susan Bray

1. The Gloucestershire Framework for Personal and Professional Development: a model for flexible employer-responsive provision Phil Gravestock, Stephen Hill and Susan Bray

2. Structure of the Seminar • Introduction to the Gloucestershire Framework for Personal and Professional Development • Case studies • Students’ views • Employers’ views • Issues and ‘knotty questions’ • Co-generative Toolkit (Co-genT) (JISC-funded)

3. Stakeholders Input to course design ↓ Support for learners ↓ Input to delivery ↓ Student fees ↓ Employer ← Course design Commitment to learn → Learner HEI ← Course delivery Fees → Learner HEI ← Assessment/accreditation Funding bodies ↑ Teaching grant Adapted from “Stepping Higher” UUK and CBI (2008)

4. Employer-responsive HE: guiding principles • Must be SIMPLE and ACCESSIBLE • About bite-sized chunks of CPD as well as whole awards, and must allow for any possibility at any level • Curriculum co-developed with employers • Employer-based training accreditation • Recognition of work-based and experiential learning • Fast responsiveness to employer needs • Simple processes and systems for QA and registration • Appropriate language • Details should be INVISIBLE during operation • Seamless progression • Meaningful partnership between HE and FE

5. Work-based learning: guiding principles • Place must be appropriate • Time must be appropriate • Assessment must be appropriate • Work-based mentoring is critical • Assignments must suit employer and employee • About bite-sized chunks of CPD as well as whole awards, and must allow for any possibility at any level • Details should be INVISIBLE during operation • Seamless progression • Meaningful partnership between HE and FE

6. Employer HEI Funding

7. The shell - requirements • must be simple • must be flexible and adaptable • must conform to QAA academic infrastructure • especially FHEQ • may need to avoid subject benchmarks • also Foundation Degree Qualification Benchmark • must secure standards and enable standardisation across • various locations for delivery • various tutors • variant assessment methodologies • runs of students

8. The shell - requirements • must secure active engagement of employers in development • must be learner-centred • may be subject-neutral • must be deliverable through work-based learning

9. Gloucestershire FrameworkPersonal and Professional Development Diagram representing the Gloucestershire Framework for Personal and Professional Development, showing the FHEQ levels (3-7) and the compulsory modules associated with each level. The remaining content is determined by negotiation with employers and/or learners. Employment- and/or subject-related content Compulsory Compulsory Level Determined by negotiation with employers and/or learners Graduate research skills Actionresearch Masters Honours Intermediate Certificate Foundation 7 6 5 4 3 Researchskills Approaches to Action research Investigative skills Reflective practice & PDP 2 Introductionto Study Self-appraisaland PDP 1 Preparation for HE Self-appraisaland PDP Negotiated content of potential endorsed certificate delivered by partners

10. Use of the Framework • Nexus (HEFCE employer co-funded project) • Ecclesiastical Insurance • Professional Game Match Officials Limited (PGMOL) • English and Welsh Cricket Board (ECB) • Cathedrals’ Workshop Fellowship (CWF) • Construction • Graduate Challenge (funded by the Economic Challenge Innovation Fund – ECIF)

11. Use of the Framework • University of Gloucestershire • Postgraduate Certificate in Academic Practice (PGCAP) • Postgraduate Certificate in Higher Education Leadership and Management (HELM) • Collaborative Partners • University College Yeovil

12. Case Studies • Responsive Curriculum Design • http://www.youtube.com/watch?v=DhrewpjmWNI • Cathedral Stonemasons Carve their Future • http://www.heacademy.ac.uk/assets/documents/fdf/journal-issue-23.pdf

13. Students’ Views "Although initially sceptical of the course material, feeling that critical reflection and other areas were more common sense and natural occurrences of everyday life, I have actually found that I am now consistently applying the reflective models to work place experiences, especially where I have underperformed or felt there was room for improvement."

14. Students’ Views "This module has been a life saver! It's developed my skills of reflection, enabling me to transfer learning from one area of my life to another. I can now be critical about myself in a constructive (rather than the previously destructive) way, and am more open to requesting and receiving feedback from others. I will be a manager one day and now know I have the ability to support others in their development so they can do things themselves, rather than just delegating and giving orders - for this I am truly grateful."

15. Employers’ Views “[PGMOL] is really proud with our partnership with the University of Gloucestershire who has provided us with an excellent service which is tailored to the needs of our organization. They have succeeded in creating training courses which are specific and relevant to the particular needs of our organisation. Their professional knowledge and expertise has helped to develop an employer-led higher education training programme for use by PGMOL employees.”

16. Employers’ Views “Our team is highly skilled and we want to continue developing them, so accreditation recognizes the great work they’re already doing but it will also drive up standards to ensure we are always improving. Our partners at the University of Gloucestershire have been very supportive during the design to the accreditation, their Framework model allows us to determine the content and validate the quality of learning at work” Ecclesiastical Insurance

17. Issues and ‘knotty questions’ • Quality assurance • Standardisation • Writing of learning outcomes for work-based learners • Definitions • Work-based learning • Flexible learning • Experiential learning • Aligning flexible provision with modular scheme regulations • Location of the Framework

18. Co-generative Toolkit (Co-genT) (JISC-funded) http://www.pebblepad.co.uk/cogent/ Image of the Co-genT Toolkit

19. Images Photographs of Gloucestershire Framework employers and employees: Cathedral’s Workshop Fellowship; University College Yeovil; PGMOL.