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Integrating professional recognition into the development of work-based university degrees

Integrating professional recognition into the development of work-based university degrees. Neville Webb - Project Consultant Dr Darryll Bravenboer – Head of Academic Development. Key aim of the project.

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Integrating professional recognition into the development of work-based university degrees

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  1. Integrating professional recognition into the development of work-based university degrees Neville Webb - Project Consultant Dr Darryll Bravenboer – Head of Academic Development

  2. Key aim of the project To produce a model for the development of work-based higher education programmes that build on and fully integrate professional competencies providing access to professional body membership

  3. Background and context • Level 5 Higher Apprenticeship in Construction Operations Management • An integrated approach to developing knowledge and competency through a work-based Foundation degree • Level 6 Working Group and Higher Apprenticeship in Construction Management • Work-based Honours degrees in key specialist areas • Construction Site Management and Quantity Surveying pathways • The revised SASE introducing: • Higher Apprenticeships at level 6 and 7 • Full inclusion of HE qualifications and degrees • Significant emphasis on a requirement for professional recognition

  4. WBL and professional competency “To enable individuals to develop higher-level knowledge and understanding, cognitive, practical, personal and enabling skills from the study of their own work-based learning” Middlesex University WBL Framework Learning outcomes as a coded description of work-based learning leading to the award of qualifications and credit at various levels "Professional competency integrates knowledge, understanding, skills and values” Engineering Council Professional competencies as a coded description of practice leading to professional recognition at various levels

  5. Transforming Construction Management Practice • Interdependence of ‘Site Manager’ and ‘Quantity Surveyor’ roles • A need to focus on developing an understanding complimentary job roles to enhance sector practice • RICS Professional Competencies and CIOB Education Framework outcomes – inter-relationship and/or differentiation of practice? • The consideration of common management themes that are central to practice as the starting point for development • ‘Holy Trinity’ themes rather than discipline focused approach • Quality (Customer specifications, Standards, Output) • Money and Resources (Budgets, Cash Flow, Cost Control) • Delivery (Planning, Scheduling, Co-ordination, Process)

  6. Setting the scene for integrating professional body recognition Define and agree with employers/Professional Body: Aim or purpose of development – why are we (providers, employers, PBs) doing this? What need is the development seeking to address? Common themes that are central to practice in relation to industry job roles Form of engagement (eg Advisory Group), development schedule, deliverables Identify and review competence framework(s) with Professional Bodies: Academic level? FHEQ/QCF? Levels of PB membership eg Associate, Chartered etc Sphere of Influence? Levels of responsibility? NOS? ‘Knowledge, understanding, skills and values’ requirements for PB recognition Evidence of experience of work requirements

  7. Towards a curriculum that integrates professional body recognition Map professional competence framework against curriculum framework Gap analysis Develop learning outcomes that reflect and align with the identified PB professional competence framework Develop appropriate work-based learning and assessment activities that will provide evidence of meeting learning outcomes, considering: Input and WBL, Theory and Practice, HE delivery and assessment requirements, expectations and approaches Approaches to the assessment of competence, eg Workplace Mentors etc Approaches to the gathering of evidence towards gaining professional membership, eg professional development portfolios etc Liaise with Professional Body to gain ‘sign-up’ and ‘sign-off’ of curriculum proposal

  8. Key Benefits Direct access to Chartered professional membership ie more quickly achieved than through traditional curriculum development approaches Alignment of academic and professional requirements resulting in a clearer ‘offer’ for the aspiring professional ‘The best of both worlds’ in offering the achievement of university qualifications and professional recognition through learning at work

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