Employer Engagement in Work-Based Learning: Working within a Tripartite Relationship in Higher Education
Author(s):
Tehmina Basit (presenting / submitting)
Conference:
ECER 2013
Network:
22. Research in Higher Education
Format:
Paper

Session Information

22 SES 07 A, Teaching, Learning and Assessment in Higher Education

Paper Session

Time:
2013-09-11
17:15-18:45
Room:
STD-301
Chair:
Mari Karm

Contribution

The need to up-skill the workforce has been identified in a range of literature. For example, the Leitch Review of Skills (2006) sets short-term and long-term goals for UK education; the Cogent Skills Review (Cogent SSC, 2008) outlines future priorities that affect science, technology, engineering and mathematics (STEM) industries; whilst the UK Government White Paper, Skills for Growth (BIS, 2009) refers to the importance of increasing the number of formalised qualifications obtainable within industry. This up-skilling necessitates stronger cooperation between employers and higher education institutions (HEIs) to produce work- based learning (WBL) qualifications that will benefit industry. Further, according to human capital theory (Becker, 1993), there is a positive correlation between an individual’s level of education and capacity to earn, so there is a monetary incentive for employees to improve their level of qualifications in order to progress in their career.

 

WBL is difficult to define. It has been viewed as both part of an academically accredited programme and a structured workplace learning programme (McKee and Burton, 2005); the up-skilling and reskilling of an organisation’s employees (Nixon et al., 2006); and all and any learning that is situated in the workplace or arises directly out of workplace concerns (Lester and Costley, 2010). It is influenced by the needs of the three major stakeholders, encompassing the life plan of the individual learner; the business plan of the employer; and the corporate plan of the provider, i.e. the HEI (Penn et al., 2005). WBL in this context also includes negotiated WBL learning programmes which involve substantive contribution by the learner. This allows a learner to customise a programme to their individual needs and prior learning experiences, thus enabling them to more effectively meet their own development targets.

 

The study aimed to address the following primary and secondary research questions:

 1. How is WBL leading to qualifications perceived by University staff?

       a) How is it perceived at strategic level?

       b) How is it perceived at operational level?

 

2. How can WBL be improved for the wider benefit of the labour market?

       a)  What are the enablers that help HEIs to provide successful WBL?

       b) What are the barriers that make it difficult for HEIs to offer effective WBL programmes?

Method

In this study we concentrated on awards/programmes with a negotiated framework (NF) that lead to accredited learning that extends the workplace skills and abilities of employees, i.e., learning which leads to qualifications. As part of a bigger EU-funded project, this paper focuses on just one theme, which is employer engagement in WBL, at one HEI. It presents an analysis of the findings of research conducted at a post-1992 University in the UK, and examines the perspectives of the provider of WBL. We used a qualitative methodology, as the purpose was to achieve depth, rather than breadth (Basit, 2010). All six faculties in the University were involved in the research. These were: Arts, Media and Design; Business; Computing, Engineering and Technology; Health; Law; and Sciences. Methods of data collection included focus group discussions and face-to-face interviews with a range of participants working within the University, including executive, senior management, managerial, teaching and administrative staff. Some telephone interviews were also carried out with participants who were unavailable for face-to-face contact. The paper analyses the perceptions of HEI personnel regarding employer engagement in WBL.

Expected Outcomes

We conclude that HEI culture needs to be linked with the Government workforce development agenda. University staff at all levels from Executive to Deans, coordinators, and tutors have to be enthusiastic about and supportive of engaging with employers to promote WBL. There needs to be a great deal of flexibility in the way WBL programmes are developed and taught. Background research, close collaboration with employers to determine their training needs, and releasing staff to teach at short notice when approached by employers is crucial. A strategic approach to WBL, based on labour market intelligence, looking at the HEI’s strengths and weaknesses and an awareness of what the competition is like can be advantageous to the University. Evaluation of WBL programmes to ascertain best practice in employer engagement at the University can enable other faculties to emulate successful practices, and will provide the policy makers to devise apposite policies to match the aspirations of employers and learners, as well as provide improved support and resources to HEIs. WBL is an area that has a huge potential for growth. Engaging with employers to devise WBL programmes should therefore be put at the forefront of every university’s agenda and development plan.

References

Basit, T. N. (2010) Conducting Research in Educational Contexts. London: Continuum. Becker, G. S. (1993) Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd Edition). Chicago: The University of Chicago Press. Chapman, L. & Howkins, E. (2003) Work-based learning: Making a difference in practice, Nursing Standard, 17(34), 39-42. Flanagan, J., Baldwin, S. & Clarke, D. (2000) Work based learning as a means of developing and assessing nursing competence, Journal of Clinical Nursing, 9(3), 360-368. Lester, S. & Costley, C. (2010) Work-based learning at higher education level: Value, practice and critique, Studies in Higher Education, 35(5), 561-575. McKee, A. & Burton, J. (2005) Recognising and valuing work based learning in primary care, in K. Rounce & B. Workman, Work-based learning in health care: Application and innovations. Chichester: Kingsham Press. Nixon, I., Smith, K., Stafford, R. & Camm, S. (2006) Work-based learning: Illuminating the higher education landscape. Final report, June. The Higher Education Academy. Penn, D., Nixon, I. & Shewell, J. (2005) Workplace learning in the North East. Report to HEFCE by The KSA Partnership.

Author Information

Tehmina Basit (presenting / submitting)
Staffordshire University
Education
Stoke-on-Trent

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