Workers researching the workplace: The confessions of a work based learning tutor

This paper discusses the work based learning module at the University of Chester, its philosophical underpinnings and the community of practice amongst tutors; the evolution of the facilitation of workplace research, how it is currently deilvered and future developments; practitioner enquiry; a research agenda

Delivering distance education for modern government: The F4Gov programme

This is the author's PDF version of an article published in the Journal of Education and Training.This article discusses the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. Three areas for formal evaluation are identified - the implications of employer involvement in the design and management of the programme, the differential nature of the learning experience and factors underlying performance, and the impact of the programme in meeting employer goals

Delivering distance education for the Civil Service in the UK: The University of Chester’s Foundation for Government programme

This is the author's version of the book chapter.This book chapter discusses a distance delivered work based learning programme using a dedicated virtual learning environment for the British Civil Service called 'Foundation for Government'. There are currently about 350 students on the programme and at time of writing, the first learners are completing. The programme is designed to equip the broad mass of Civil Servants with the essential skills for modern government. While the programme has undoubtedly been successful, it has also raised a number of issues requiring further research. These are: the involvement of employers; technological versus educational imperatives; learner experience and progression and the assumption of knowledge transfer

Workers researching the workplace using a work based learning framework: Developing a research agenda for the development of improved supervisory practice

This is a preprint of an article which later appeared in Impact: Journal of Applied Research in Workplace E-learning.The article is case study of academic practice in respect of the supervision of research in the workplace by distance learners using a Work Based Learning (WBL) framework. Key aspects of the WBL are described including the role of technology in delivery. Drawing upon tutor experience at one institution and knowledge of practice elsewhere several conceptual and practical issues are raised as the basis for a planned research exercise to identify commonalities and differences in approach among practitioners. Ultimately, the purpose is to improve the relevance and application of workplace research by practitioners

Changing power relations in work based learning: Collaborative and contested relations between tutors, learners and employers

This is the author's pdf pre-print of a book chapter due to be published in 2011.This book chapter discusses some of the implications for the role of university tutors and the centrality of educational objectives in circumstances where there is a 'cultural shift' towards meeting the needs of learners and employers. The work based and integrative studies (WBIS) programme at the University of Chester is used as a case study to examine the changing power relations between university tutors, learners, employers and the university, compared to relations on traditional programmes

Using a work based learning framework to deliver regeneration education for practitioners at the University of Chester

This is the author's PDF version of an article published in Ad-Lib© 2009. The definitive version is available at www.cont-ed.cam.ac.uk/institute-media/pdfs/adlib/adlib38.pdfThis article discusses a regeneration practitioner programme delivered through the work based learning and integrative studies programme at the University of Chester

Delivering distance education for modern government: The F4Gov programme at the University of Chester

The Foundation for Govenment (F4Gov) programme developed for the British Civil Service is an innovative low-cost accredited programme of distance learning using a dedicated Virtual Learning Environment designed to improve individual and hence organisational performance. It is flexible in terms of design and delivery and enables individuals and organisations to devise learning which meets their needs. The emphasis upon theory and practice is designed to reflect practice as well as embed deeper learning associated with higher education. The content of the programme is designed to equip participants with the skills necessary to deliver modern government

'Regeneration for practitioners' at the University of Chester: Using a flexible, work based framework to deliver demand based education for professional regenerators

This conference paper discusses the development of a regeneration programme at the University of Chester

‘Islands in the stream’ – causeways or compromise?

In recent years, policy drivers have given a strategic push towards encouraging ‘employer-led’ work based learning in Higher Education. For example, Leitch ( 2006?) and other key policy makers advocate institutional change and reform in HE to respond to market needs; HEFCE encourages HEI’s “Towards a strategy for work based learning”; the QAA has reflected most recently on ‘employer-responsive provision’. This paper sets out to explore the impact of these strategic objectives and some issues which emerge from the rapprochement of stakeholders and providers. It is based on experience in an institution where challenges and tensions are being met and overcome. The case example is part of a Higher Level Skills Pathway (HLSP) Project whose lead partner is the North West Universities Association (NWUA) in North West England. Learning Pathway provision for Housing Practitioners (via a Professional Certificate in Leadership) has been developed in conjunction with employers using the WBIS (Work based and Integrative Studies) framework at the University of Chester. This flexible modular framework puts knowledge and experiential learning gained in the work context at the core of learning activity. This paper uses the example to characterise the power relationships and tensions. Reflecting on the case study, it seems that by attending to such policy drivers, much compromise is required from both parties in terms of curriculum design and the relationships being built between Higher Education Institutions (HEI’s) and employers. The term ‘employer-led’ denotes an uneven power relationship and this may in the long run serve to undermine the hallmark of HE provision – quality and standards. In conclusion we suggest that the whole relationship needs to be predicated on co-produced provision in order to build sustainable relationships between employers and HEI’s. The term ‘co-production’ equalises the power relationship, encouraging the goal of dynamic interaction, mutual respect and benefits based on the expertise and knowledge of each party

Developing new work based learning pathways for housing practitioners whilst participating peripherally and legitimately: The situated learning of work based learning tutors

This paper discusses the experiences of two work based learning tutors at the University of Chester in the context of developing work based learning for housing practitioners