Adding value to the student experience through effective curriculum partnerships

1. Adding value to the student experience through effective curriculum partnerships Joan Thomson, Derek Goldman The Open University in Scotland

2. Introduction • Part-time distance learning institution • Partnership working to widen access for non-traditional learners • Two case studies • College learners • Learners in the workplace • Research methods • Benefits, impact, challenges

3. Case study 1 - contextCollege learners • Articulation for All (Scottish Funding Council, 2007) • Putting Learners at the Centre (Scottish Government, 2011) • HE students – 17% are studying in colleges (SFC, 2014) • Improving progression from college to university • Research focus on the twin concepts of academic and social integration as central to addressing retention and attrition • Significant challenge for students progressing through the FE in HE route and need to navigate both the social and academic aspects of progression and complete the final year of their degree study.

4. The HND/Degree Pathway HND Social Sciences Credit Transfer of 240 credits established 2x60 credit Social Science modules on a PT basis over 2 years One module per year Award of BA(Hons) Combined Social Sciences

5. Findings – academic integration • After the HND and HNC, they found the pace of the OU refreshing and easier to manage with their worklife balance. • Students felt the HND was good preparation for further study, indeed, the transition “felt natural” (S2, year 1). “I seem to have adjusted [to independent learning] well but have enjoyed the chance to maintain contact with the other students.” (S9, year 2) • That the OU only asked for six assessments was a large benefit to students work-life balance and contributed to their enjoyment of the course. “In [the HND] I felt all I was ever doing was jumping through hoops and not really learning anything in depth because of the constant pressure. This year has been so much better... ” (S4, year 1) “I found the work a lot more challenging (as was to be expected) as well as far more rewarding.(S8, year 2)

6. Findings – social integration • The College allowed the students to use the OU University centre to develop a tight peer-group network. Students enjoyed having an “official setting for learning” (S1, year 1)and used the space given to OU students often and independently • The high-level of tutor support was "essential"to students completing the course. “A study base at the college was hugely beneficial and valuable as it allowed students to meet up both with and without the tutor to discuss any issues we may have been having” (S9, year 2)

7. Case Study 2 - Supervisors in the Social Care sector in Scotland • Supervisors in the social care sector • Qualification required by the regulator • Most learners had attained an SVQ and/or HNC in social care • Anxiety about their ability to complete successfully • Concern about the applicability of a curriculum derived from business models and approaches • An opportunity to learn and support each other in situ

8. Learners in the workplace The tailored solution… • Level 1 (30 point) module: Managing in the Workplace • Some “soft tailoring” of module and tutorial content appropriate for the sector • Provide induction to students’ line managers about the module and how they could support it • Establish peer support and a community of practice amongst learners • Make the connection with skills utilisation • Offer workplace visits

9. What were the outcomes? • Within the social care cohorts, retention rates have been in excess of 90% • Over 92% of social care students completed the module successfully • Qualitative evidence of students having applied skills in the workplace • Involving line managers helped to facilitate workplace opportunities for students • In situ workplace discussions enabled some rich discussion around knowledge transfer and the conditions in the workplace to facilitate learning

10. Early impacts? • Students reported increased confidence in their abilities to work at this level • Students tended to take on more responsibility at work • Managers reported that students were pro-active, less in need of direction and more independent • In some instances a more distributed leadership culture developed in the workplace • A small number progressed to other OU modules

11. Common themes - benefits • Learning ‘location’ – develops cultural capital • Learner engagement - joint activity, shared learning, group identity • Benefits to the organisation too (college, workplace) • Student centred learning and teaching • relevant curriculum content • supportive tutor/student relationship • supportive ‘third party’

12. Impact/Challenges • Partnership work is making a contribution to access • Policy priorities and funding has helped the development of partnerships but making partnerships that deliver results takes time • External drivers can potentially cause ‘tensions’ • Getting beyond ticking the boxes?

13. Contact details The Open University in Scotland 10 Drumsheugh Gardens Edinburgh EH3 7QJ Email:derek.goldman@open.ac.ukjoan.thomson@open.ac.uk Tel: 0131 549 7155 / 7112 Visit: http://www.open.ac.uk/blogs/LearnDevDist/