Capability, practical intelligence and the first year Foundation degree curriculum: lighting the blue touch paper

The rapid expansion in Britain of vocationally-orientated Foundation degrees, since their introduction in 2001, means a new group of graduates is entering employment across sectors as diverse as creative industries, engineering and social care. Yet provisional progression and completion statistics suggest this group of predominantly experienced, part-time, employed learners take longer to complete their studies and remain in low-paid employment even after graduating (HEFCE, 2007). The human and economic cost of attrition makes it imperative to understand how the curriculum can engage and support the experienced worker entering Higher Education. Whilst the dual status (of worker and learner) is undoubtedly stressful, we suggest there is an under-exploited opportunity during the first year to facilitate successful transition; by understanding, valuing and utilising the practical intelligence of such students, described by Sternberg and Grigorenko (2000) as ‘the capacity to behave effectively in everyday life’.Drawing upon theoretical constructs and research with health and social care graduates, this paper proposes an approach to the first year curriculum which is designed to respect and engage with Foundation degree students’ (typically) extensive practical knowledge and high degree of motivation. By seeking to systematically discover how each theorises about self (Yorke and Knight, 2004), it is possible to appreciate the strengths of practical intelligence and in doing so, to challenge the insidious ‘deficit’ model (Marteau, Sowden & Armstrong, 2008). Indeed, we suggest that the situational and dispositional factors characterising Foundation degree learners create a flammable mixture which may be ignited or doused early in the learning journey. We will not propose a simple ‘skills-based’ approach though, as it is critical that thinking, reasoning and judgement deepens practical intelligence for adaptable, capable practitioners to develop (Fraser and Greenhalgh, 2001). Instead, we relate emergent themes from interviews to the work of Yorke and Knight (2004), proposing students’ self-theories as a starting point for successful lifelong engagement with academic study within Higher Education. This longer term commitment is essential to all health and social care careers in which practitioners require ongoing development to be evidenced

Engaged learning in MOOCs: a study using the UK Engagement Survey

This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs’ potential for future use in HE? Using a specially-adapted version of the HEA’s UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants who had completed one of two MOOCs delivered through the FutureLearn platform and designed and run at the university about their experiences as learners and their engagement with their respective MOOC. The results also show that both of the MOOCs were successful in enabling many participants to feel engaged in intellectual endeavours such as forming new understandings, making connections with previous knowledge and experience, and exploring knowledge actively, creatively and critically. In response to the open access approach – in which no one taking part in a MOOC is required to have a minimum level of previous educational achievement - the report shows that persistent learners engaged, regardless of prior educational attainment

Widening participation through a Foundation degree: using ethical capability concepts to understand the meaning of social justice within caring relationships

A wealth of research into ethics education is available, albeit from well-established professions. Foundation degrees, recognised as widening access to HE from hard-to-reach under-represented groups, are not yet well researched. Nonetheless they are the preferred qualification for new, unregistered and semi-autonomous ‘Associate Practitioners’. The responsibility to equip this group for ethical practice is arguably every bit as great as it is to those in more traditional roles. However literature suggests that the abstract nature of ethics can militate against deep understanding in ‘practical-minded’ students, and even creates avoidance and alienation (Jaeger, 2001:131; Leget, 2004). Informal, practice-based acculturation is a valuable way of imparting ‘professional’ values (Aveyard et al, 2005), but Foundation degree students do not belong to a profession. The unique life and work experiences, values and beliefs brought by a diverse student body (like Foundation degree cohorts) is seen by Handelsman et al (2005) as a challenge to ‘one-size-fits-all’ curricula. So how might educators overcome these hurdles, without compromising students’ preparation for ethical practice? This paper will offer a strategy, developed from case study research with graduates in which highly person-centred approaches to caring emerge as a dominant influence. Respecting this emotional perspective (to avoid defensiveness and subsequent alienation / disengagement), while introducing alternative, rational means of engaging with underpinning issues, presents both challenges and opportunities. Rooted in the concept of social justice, Nussbaum’s (1999) capabilities approach provides one such opportunity. By exploring layers of responsibility and influence in real relationships, complex and contradictory ideas can be experimented with and returned to over time. Students necessarily revisit values and aspirations, and importantly their spheres of influence. In doing so, they begin the real work of change from ethical practitioners to ethical people

Work-based learning and student agency: developing strategic learners

This paper will propose that a new approach to work-based pedagogy is required to enable mobile learners – often negotiating various physical, social and virtual learning environments – to develop greater personal agency and subsequent control over their Higher Education (HE) experience. A relatively new group of employer-sponsored, Foundation degree (Fd) students will be the focus of discussion, though it is hoped that issues raised are of wider relevance. Themes from ongoing research will offer perspectives on the importance of identity, purpose and relationships to students of health and social care, who have potential to become more strategic in their approach to learning

Finding their way? Advanced apprenticeship as a route to HE

This is the final report of the project ‘Finding their Way? Advanced Apprenticeship as a route to Higher Education’, commissioned by the Hampshire and Isle of Wight Lifelong Learning Network (HI-LLN). The Lifelong Learning Networks (LLNs) are an initiative funded by the Higher Education Funding Council for England (HEFCE). They have a remit to foster progression to higher education (HE) for individuals pursuing vocational routes and attaining vocational qualifications. The interim evaluation of the LLNs undertaken for HEFCE the Networks’ activity was focused on the progression of young adult learners studying full-time for vocational qualifications at Level 3 (the level normally required for entry to HE) rather than on those in work-based learning and apprenticeships (Little et al. 2008). Recent figures indicate that the proportion of 19 year olds achieving Level 3 via Advanced Apprenticeship (AA) and work-based qualifications such as NVQ3 is increasing (DIUS 2008), but little is known about these groups’ rate of progression to HE. This project has provided an opportunity to explore the extent to which AA has been a focus in the HI-LLN; to identify the issues which inhibit or facilitate progression from this route, and to establish the pool of Advanced Apprentices (AAs) who could potentially benefit from higher level study.The aims of the project have been:• To map and scope the availability and take up of AA across HI-LLN’s seven curriculum areas• To map HE level provision in HI-LLN’s partner institutions against AA provision in the curriculum areas• To examine HE admissions policy, entry criteria and how these fit the sorts of qualifications presented by AA

Emotional work: students realising, negotiating and overcoming barriers

Purpose – The purpose of the research is to explore Foundation degree students’ experience of an innovative curriculum, designed to enable pathway choices and widen access to Honour's degree programmes in a wide range of health professions and Social Work.Design/methodology/approach – A longitudinal, cohort design followed three years’ of entrants through their degree and in some cases beyond. Semi-structured, in-depth interviews were carried out by a dedicated researcher at approximately yearly intervals.Findings – Social networks and friendship groups emerged as pivotal to participants’ well-being and persistence. Institutional barriers included communication problems and a lack of information about timetables and other practical issues. Over time participants came to assert their needs and confront problems, individually and collectively, describing a more questioning and assertive approach to their study and work lives.Research limitations/implications – The experiences over time of students who leave university are needed to explore the role of social group membership and the effect of practical problems. A limitation of the study is that their views are not captured.Practical implications – The importance of naturally-occurring social groups in creating persistence at university has implications for curriculum design and resources (time/space) to support this activity.Social implications – Widening access to HE brings with it new responsibilities to support students over time as transitions occur through programmes of study and during vacation periods.Originality/value – Flexible approaches to education are generally seen to benefit mature students but can be stressful and require good and timely information

Educating Foundation degree students for ethical practice in new, unregistered roles in health and social care: a case study

Educating Foundation degree students for ethical practice in new, unregistered roles in health and social care: a case study This paper describes an approach to ethics education developed as part of a doctoral research project. A framework is in development which is based on an extensive literature review and in-depth interviews with Foundation degree students about to graduate. This proposes a coherent approach to ethics which reflects the work-based nature of the qualification, the non-traditional student profile and the new roles they are entering on graduation. Its main aim is to educate students for increased awareness of, and engagement in, ethical issues in practice by developing their understanding, sensitivity and responsiveness. The evidence from established professions shows disengagement and a ‘task-focused’ approach militates against a person-centred approach to care. New roles in Health and Social Care. Foundation degrees are becoming an established qualification for health and social care Support Workers who seek greater responsibility and improved career prospects. The relatively new, more generic ‘Associate Practitioner’ roles challenge established hierarchies and territories of practice as they contribute to the care and treatment plans of several professions and agencies. As yet there is no indication that they are to become registered with a regulatory body, such as the Nursing and Midwifery Council or Health Professions Council. Consequently they have no unifying, over-arching code of ethics or conduct and cannot be ‘struck off’ or barred from practice; they simply have an academic qualification. There are sound reasons for the regulators’ decision, as there is no single professional ‘title’ which has to be protected from misuse or defined scope of practice. Human Resource processes address the employers’ requirements to monitor and appraise behaviour of employees. Educating for ethical awareness, sensitivity and engagement Nonetheless, there is very particular responsibility upon educators, as we prepare students through a ‘widening access’ programme, to work with some of the most vulnerable people in society. Not only do we have a duty to the public and to employers to ensure graduates are equipped to provide the highest standard of care, we have an equal duty to the students to enable them to contribute fully to multidisciplinary team working while not actually belonging to one of the professional groups or benefiting from such membership. Many will be progressing from Support Worker posts which normally involve a good deal of direct care but minimal involvement in decision-making. In their new roles, they will be expected to advocate on the part of individuals and groups to professionals and agencies with whom they may not share a common language or objective. Educators need to value the diversity of students’ experiences while preparing them for this new challenge. To this end, this study explored with students their pivotal learning experiences, their relationships and perceived ability to influence events. The resulting framework suggests a philosophically rigorous approach to curriculum development and learning activities that: enable critical examination of personal attitudes and values; integrate practice and theory to raise awareness of every-day ethical issues and challenge assumptions; and develop skill and confidence in reasoning through and explaining ethical perspectives