An integrated approach to work-based learning

To Research and Establish an Accredited North East Work Experience Placement Process - Promoting Learning in a Work Environment (Newcastle University/University of Northumbria)

This project was based at Newcastle University and the University of Northumbria. Having fully considered the needs of each institution and its constituency (students, academics, employers), it was agreed that by using a broader definition of work experience, an integrated approach could be adopted which would be both effective and sustainable. Thus, at Newcastle University the project aimed:

1. to increase the quantity and quality of work-related learning in undergraduate programmes;
2. to market work experience to employers, as part of the existing employer liaison strategy which had formerly focused on graduate job vacancies.

At the University of Northumbria, the project aimed at enhancing work-related learning within existing programmes (many of which already offered placements) and introducing it to other programmes.

Products from the project include:

• a range of learning and teaching support materials, including an accredited module (10 credit, Stage 2) and generic module/unit descriptor;
• a comprehensive website, with information and advice on work-related learning for all client groups (students, academics and employers), and an electronic vacancy advertising and notification system.

Although the project exceeded its targets, the project team met resistance with all the client groups:

• Academics expressed concern about the crowded curriculum and dilution of academic standards. Championing of the project's work by senior management and the inclusion of work-related learning in institutional plans gave credibility and value to the project's activities.
• Students, under pressure to perform well academically and needing to support themselves financially, failed to see the value of casual or voluntary work to future employers. Student ambassadors, who can "sell" the idea to others, are the most convincing, but are still rare: the support of student bodies is also essential. Unexpected support came from some (mostly American) firms who insisted that students on "internships" receive academic credit for learning derived from their work experiences.
• Many employers had preconceptions about work experience (which meant they felt they were doing students a favour). To generate and maintain employers' interest, it was necessary to market students as providers of business solutions, and to develop services that met employers' needs.

Follow this link for the Final Report

As a Word file

As a PDF file

Project Themes:

Graduate Business Start-ups

Key Skills in HE

High Level Lifelong Learning

Guidance for Graduates

Recording Achievement

Labour Market Intelligence

Innovation and Creativity in the Curriculum

Work Experience

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