Support for Work Based Learners: from University, employer and self

1. Support for Work Based Learners: from University, employer and self Dr Jenny Naish National Teaching Fellow Assistant Dean (Learning, Teaching and Quality)

2. Characteristics of WB Learners • Mature • Limited/dated previous HE experience • High expectations and highly motivated, but may be anxious learners • Strong influences from previous learning • Diverse sectors and levels of expertise • At least partially sponsored by their employer

3. Critical factors for supporting WB learners • Understanding each other’s culture • Understanding each other’s context • Understanding each other’s language • “Hanging out at their place” • Empathy - emotion is always present • Managing equality and power issues

5. What do The Royal Ballet and Ministry of Defence Police Force have in common as organisations participating in Work Based Learning programmes? What issues might this commonality have for supporting Work Based Learners from these organisations?

6. Bob the Work Based Learner has a range of specialist skills & knowledge

7. Support from the past • The “baggages” of previous learning both +ive & -ive • Critical learning experiences & transitions • Who are your learning gurus, role models & mentors? • What are your learning stories?

8. Learning conversations • Learning from teaching • Applied pedagogy leads to meta-cognition • Learning intimacies • Reflection and reflexivity • Learner roles within WBL • Communication is key...of course

9. Communicating with adult learners Based on Berne (1964) Games people play Adult Parent Child Adult Parent Child

10. Your stakeholder map • You the WB learner in relation to • Employer, line manager & colleagues • Partner, family & friends • Tutor, mentors & fellow learners • Your professional sector & occupation

11. Your stakeholder map • Your work place: • Line manager • HR people • Your direct reports/team • Peers • Your personal life: • Work life balance • Your significant “other” • Family & friends • A room of your own • Organisation culture • Sector (eg public, private, voluntary) • Business orientation • Organisational structure • Organisational governance • Organisational policy & practice • Where do you fit? • The ethical & moral dimensions • You as a worker & learner • Your contracts & partnerships • Your research focus • Anonymity & confidentiality • Values & philosophy You • National & international dimensions • Legislation, specific and general • EU links • Your professional networks: • Professional body • CPD requirements

12. Try to analyse the influence • Quality and quantity of influence • Uneven and not necessarily linear • Changeful and contextual • Time related: chronos and konos • Power relations within the Stakeholder Map

13. How much do you know? • Know what Know when • Know why Know who • Know how Know for what purposes • Know when Know with what conse- • Know where quences • Know the context

14. Support issues for Work Based Learners • Being an insider-researcher • Anonymity and confidentiality • The University as a “safe” place: learning & vulnerability • Challenging the workplace: ethics & cans of worms • Where do they go from here: “Do we need to get out” • WBL as a refashioning of self • Because...

15. Things Work Based Learners say • I know so much more, makes me re-think my role • Jealousy “If you’re doing an MA I should be doing a PhD” • I can’t not do this...no learning is unwelcome • Changing dynamics in family life • Workplace has no comprehension of the university and why I’m doing this • Are we intimidating our managers?

16. Thing WB learners say • I trust my knowledge & experience more...not starting from scratch • Stretching me further than I thought possible • Learning that there isn’t always an answer...counter culture • I can challenge in a more informed manner • Pot luck if your manager supports you • I’m now in control...am I developing?

17. Kurt Lewin’s Change Equation • C = (D + V + S) > £ • Or, quite simply, WBL changes people’s lives!