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An employer-led model for work-based learning
Working for Skills
(Leeds Metropolitan University)
The project, undertaken at Leeds Metropolitan University (LMU), aimed to develop and deliver a model of work experience which would be:
- capable of providing large-scale workplace learning opportunities to higher education students;
- available to all Leeds higher education students;
- transferable to other higher education institutions and employers.
From the outset, the project took an employer-led focus. Six large national graduate recruiters active in the Yorkshire region worked with the project in developing learning resources and in providing large-scale, mentored, part-time work opportunities for undergraduates. The project also contracted both the University's Leeds Business School to develop learning resources, and the School of Tourism and Hospitality Management to develop an accreditation framework.
The following issues arose during the project:
- Employers are concerned by the lack of fit between the academic cycle and their recruitment cycle. In addition, they do not automatically turn to higher education, especially in periods of organisational uncertainty. Their interest can be further encouraged if time requirements for recruiting were optimised.
- Students' first priority is to their degree. They want their work experience accredited, or otherwise recognised, but as part of their degree programme (and without exerting a supplement of efforts). There are many competing pressures on students' time. Therefore, promotion of employability skills prior to entry into higher education can draw their attention effectively. To engage undergraduates' "hearts and minds" into the personal development agenda, there needs to be a consistent thread running throughout their academic programme, beginning no later than the second part of their first year. Patterns of students' part-time employment show greater stability than is commonly supposed, and there is progression of employment, as students increasingly need to minimise hours of work and, at the same time, increase their income.
- It is unwise to rely upon a small number of large employers to provide the majority of vacancies: it is more prudent to engage many employers and reduce the element of risk. Moreover, significant time and effort may be needed to brief employer representatives (and replacement representatives may not be as committed to the project's plans and ideals as previous post holders). In retrospect, the project team may have benefited from the inclusion of an academic team member who could have enabled the project to be as responsive and flexible with the learning materials as it was with students' job-seeking needs, and with employers' recruitment requirements.
Some of the project outcomes are:
- Student learning resources, including "Strategies for part-time work" which has proved very valuable, and a series of student work files, the majority of which need extensive re-development to present the work differently and rationalise the set of skills presented for development.
- Resources for mentors in the workplace, comprising a "best practice guide" and an introduction to mentoring.
Project Themes:
© 2001
