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Engaging Employers and Professional Bodies in Curriculum Design

Engaging Employers and Professional Bodies in Curriculum Design. Mark Stubbs & Peter Bird Manchester Metropolitan University. Supporting Responsive Curricula (SRC).

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Engaging Employers and Professional Bodies in Curriculum Design

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  1. Engaging Employers and Professional Bodies in Curriculum Design Mark Stubbs & Peter Bird Manchester Metropolitan University

  2. Supporting Responsive Curricula (SRC) A four year JISC-funded project to pilot agile, demand-oriented curriculum design processes that promote flexible delivery & enhance learner employability SRC is funded by the JISC’s05/08 Curriculum Design Programme. Executive Sponsor: Prof Kevin Bonnett, DVC Student Experience Principal Investigator: Prof Mark Stubbs, Head of Learning & Research Tech Project Manager: Peter Bird http://www.celt.mmu.ac.uk/src

  3. Mapping & (Re)Designing Curriculum Showcasing Talent Sign-posting Opportunity

  4. Yr1 Activity

  5. What did our analysis of approval and design processes reveal?

  6. SRC Benchmarking: Curriculum Design & Approval Whether approving new… … or making minor modifications, we found robust but cumbersome paper-intensive processes, oriented towards whole programmes/awards

  7. Flexible employer-oriented curricula and QA Q. Can employer needs and timeframes be handled with standard QA processes? Q. What are the pros and cons of a separate “responsive” QA route? Q. How can we interpret existing QA protocols to give greater responsiveness? #jisccdd

  8. What did our focus groups tells us about “responsive” curricula?

  9. SRC benchmarking: responsiveness operating in dialogue mode listening + acting in time developing agile, joined-up, single-truth systems re-balancing ongoing enhancement and up-front approval empowering staff, students & employers assembling credit working across ownership boundaries building on success: open professional progs, prof body accreditations, employer courses … thinking skills development

  10. SRC benchmarking: fit with institutional context • MMU intends to… • Embed core and professional skills • Accredit employability skills • Prepare our graduates to manage their own personal development • Develop responsive curricula …

  11. Interpretations of responsiveness Q. Responsive to whom: students? employers? professional bodies? others…? Q. Who speaks for SMEs, NGOs, charities…? Q. Can employers predict future skill needs better than universities? Q. Could effort of up-front course approval be better directed towards ongoing improvement? Q. Who responds when sector needs don’t fit disciplinary boundaries? Q. Does this agenda really work for all subjects? Q. Does the agenda mean that universities will become factories producing knowledge workers?

  12. What are we learning from our pilots?

  13. SRC pilot: early lessons one-size doesn’t fit all! students need help to showcase their talents in ways employers understand dealing with multiple professional bodies can be tricky some disciplines are natural reflective practitioners competences and skills are sometimes used interchangeably & other times mean very different things employers can engage in many and varied ways!

  14. Engaging with employers & professional bodies Q. What is the value in mapping skills to curricula? Q. Is it sufficient to tag assessment activities with skills likely to be demonstrated? Q. Can learners benefit from tagging evidence of ability in ways that facilitate its re-use for job applications and professional body membership applications? Q. Are different types of professional e-Portfolios required for different disciplines? Q. What are the most effective ways of bringing employers and learners together? Q. What are the benefits of an authoritative and accessible source of curriculum information when pursuing an employer engagement agenda?

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