Diplomas and higher education: knowledge exchange in action HEA Annual Conference 2010

1. Diplomas and higher education: knowledge exchange in action HEA Annual Conference 2010 University of Hertfordshire Kate Thomas University of the West of England and Western Vocational Lifelong Learning Network

2. key questions • in what ways does the eKEN model support progression to HE from the new Diploma? • to what extent does it result in a richer response to the 14-19 agenda from the HE sector? • the challenges?

3. knowledge exchange networks… • provide ‘safe spaces’ for discussion and exploration of practices and issues, • ‘allow “sanctioned behaviour”, innovation and risk taking to build confidence in colleagues to implement change and develop practice’ (Ritchie, 2008), • facilitate action-focused enquiry into specific issues, • provide a central storage/distribution point for documentation and resources (knowledge exchange).

4. in this presentation… • applying the KEN model to Diplomas/HE progression? • eKEN not iKEN, • 14-19 eKEN: key features and activities, • impact? • challenges?

5. 14-19 eKEN - 2 year project (2009-2011) funded by the Western Vocational Lifelong Learning Network (WVLLN), regional initiative across northern sub-region of South West, practitioners from HE, FE, Diploma Consortia, 14-19 related organisations (eg: Aimhigher, SSAT), hosted/co-ordinated by Bristol UWE, Steering Group – WVLLN 14-19 Regional Strategy Group. context

6. 14-19 eKEN: aims • extend existing internal networks, • provide an accessible knowledge and development resource, • align and encourage curriculum links between Diplomas and HE and between specialists across sectors, • enhance regional coherence in the HE response to 14-19 developments, • develop and share practice/research, • put the ‘e’ in KEN.

7. key features • membership:broad, diverse, experienced, • spaces:physical and virtual, cross-sector, ‘user-friendly’, • communication:electronic, face-to-face, multi-directional, • activities:topical, focused, varied, free!

8. activities • launch (October 2009), • mailing list – over 250 members, • professional development events – workshops and seminars, • a virtual knowledge bank (Sharepoint), • Diploma Consortia Directory, • Diploma applicant tracking, • the eKEN Awards

9. in what way does the eKEN model support progression to HE from the new Diploma? • a practical approach to promoting effective working relationships between HE and Diploma Consortia/14-19 stakeholders, • raises awareness and understanding across sectors through knowledge sharing and dialogue, • raises the profile of Diplomas within HE, • identifies subject links, mapping and potential for partnership working, • filling a gap: aims for sustainable partnership/exchange through HE involvement– many 14-19 support offers are inevitably short-term.

10. encourages intra-institutional Diploma champion networks and activities, enhances representation of Diplomas within HE, extends HE interaction with 14-19 curricula, facilitates knowledge exchange and cross-institutional collaboration, provides a focal point for wider discussions on 14-19, responsive to changing support requirements and geographical needs. to what extent is it resulting in a richer response to the 14-19 agenda from the HE sector?

11. challenges • reconciling different needs of varied membership with limited resources, • time-poor / information overload under use of ‘virtual knowledge bank (wrong tool?), • competing institutional agendas, • reliance on eKEN Co-ordinator, • variable and uncertain support for Diplomas 2010 onwards.

12. a flexible framework for future learning? • extension of the eKEN geographical area, • embedding the eKEN in institutional practice, • staff learning/student experience. your questions?

13. contact Kate Thomas kate2.thomas@uwe.ac.uk 0117 328 1436 www.wvlln.ac.uk